Abstract The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.
{"title":"Comparative Analysis of Dual Education in Germany and Ukraine: Approaches and Models","authors":"Dmytro Khrapach, H. Krasylnykova","doi":"10.2478/rpp-2019-0023","DOIUrl":"https://doi.org/10.2478/rpp-2019-0023","url":null,"abstract":"Abstract The article presents the results obtained from a comparative analysis of the introduction of dual education in Germany and Ukraine. The European tendency towards transforming dual learning from vocational education to higher education is described. It is found that the conceptual basis for the introduction of dual learning is the cooperation between employers, educational institutions and students (employees), who are actively involved in learning, work and development of learning programmes for future specialists. The article discloses certain approaches to dual learning in Germany: combining learning in educational institutions with on-the-job learning, a focus on vocational training, being involved in the development of educational vocational programmes for social partners and the coordination of these programmes with all stakeholders. It also analyzes the main models of dual learning in German higher education institutions: learning- and practice-integrated studies. The learning-integrated model of dual learning includes the following characteristics: theoretical learning in a higher education institution is combined with simultaneous practical learning at an enterprise; such learning should result in obtaining a bachelor’s degree, as well as a document upon the acquisition of practical skills in a particular profession, issued by the Chambers of Commerce and Industry of Germany. The practice-integrated model of dual learning is characterized as follows: theoretical learning in higher education institution, which is combined with different options for practical activities at the enterprise (practical learning, internships, part-time job or part-time learning). The article also considers the programmes of dual learning in certain German institutions offering dual learning and characterizes the peculiarities of their content. It also presents the results of a comparative analysis on bachelor programmes in the field of motor transport of related specialties in Ukraine and Germany, describes the conditions of dual education in Ukraine and outlines the prospects for its further development.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131642511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with the trends in the development of professional-pedagogical competency of university teachers in the Higher Education Area of the EU. It is emphasized that the creation of a global international educational environment requires a holistic technological strategy, whose primary tasks include analyzing the international educational space, standardizing technologies for professional development. The article also clarifies the concept of professional competency based on the analysis of international documents and activities of international organizations (The International Board of Standards for Training, Performance and Instruction; Die Internationale Gesselschaft fur Ingenieur Pedagogik; Standards and Guidelines for Quality Assurance in the European Higher Education Area, etc.). Specific attention is paid to the theoretical analysis of trends in the development of professional-pedagogical competency of university teachers in the context of the Polish experience. Various approaches of Polish scholars, practitioners and university teachers to defining the nature and content of competencies and competences are described (K. Denek, P. Kwolik, E. Wilczkowski, et al.). It is found that the study of teachers’ professional competency is an important scientific issue. In Poland, there is still no single approach to understanding the competences, whose formation and development are necessary for developing professional-pedagogical competency in university teachers in the context of higher education reforms (J. Bugaj, A. Kotusiewicz, R. KwaTnica, N. Kwiatkowska, A. Sajdak et al.). It is determined that the professional development of university teachers in the Republic of Poland, aimed at improving their professional-pedagogical competency, involves a system of professional retraining and advanced training, which are implemented under the conditions of both relevant educational institutions (universities) and directly in the field. It is concluded that the process of developing professional-pedagogical competency in Poland is considered as a complex multidimensional phenomenon, which ensures the continuing personal and professional growth and is an important component of the system of continuing education.
摘要本文论述了欧盟高等教育地区大学教师专业教学能力发展的趋势。报告强调，创造一个全球性的国际教育环境需要一个整体的技术战略，其主要任务包括分析国际教育空间，标准化专业发展技术。本文还通过对国际文件和国际组织活动的分析，明确了专业胜任力的概念(国际培训、绩效和教学标准委员会;国际教育工程师协会;《欧洲高等教育区质量保证标准与指南》等)。本文特别关注在波兰经验背景下对大学教师专业教学能力发展趋势的理论分析。本文描述了波兰学者、实践者和大学教师定义胜任力和胜任力的性质和内容的各种方法(K. Denek, P. Kwolik, E. Wilczkowski等)。研究发现，教师专业能力的研究是一个重要的科学问题。在波兰，仍然没有单一的方法来理解能力，在高等教育改革的背景下，这些能力的形成和发展是培养大学教师专业教学能力所必需的(J. Bugaj, A. Kotusiewicz, R. KwaTnica, N. Kwiatkowska, A. Sajdak等)。确定波兰共和国大学教师的专业发展旨在提高其专业教学能力，涉及在有关教育机构(大学)条件下和直接在实地实施的专业再培训和高级培训制度。结论是，在波兰发展专业教学能力的过程被认为是一个复杂的多维现象，它确保了个人和专业的持续成长，是继续教育系统的重要组成部分。
{"title":"Characteristics of Developing Professional-Pedagogical Competency in University Teachers in the Context of Polish Experience","authors":"T. Horokhivska","doi":"10.2478/rpp-2019-0027","DOIUrl":"https://doi.org/10.2478/rpp-2019-0027","url":null,"abstract":"Abstract The article deals with the trends in the development of professional-pedagogical competency of university teachers in the Higher Education Area of the EU. It is emphasized that the creation of a global international educational environment requires a holistic technological strategy, whose primary tasks include analyzing the international educational space, standardizing technologies for professional development. The article also clarifies the concept of professional competency based on the analysis of international documents and activities of international organizations (The International Board of Standards for Training, Performance and Instruction; Die Internationale Gesselschaft fur Ingenieur Pedagogik; Standards and Guidelines for Quality Assurance in the European Higher Education Area, etc.). Specific attention is paid to the theoretical analysis of trends in the development of professional-pedagogical competency of university teachers in the context of the Polish experience. Various approaches of Polish scholars, practitioners and university teachers to defining the nature and content of competencies and competences are described (K. Denek, P. Kwolik, E. Wilczkowski, et al.). It is found that the study of teachers’ professional competency is an important scientific issue. In Poland, there is still no single approach to understanding the competences, whose formation and development are necessary for developing professional-pedagogical competency in university teachers in the context of higher education reforms (J. Bugaj, A. Kotusiewicz, R. KwaTnica, N. Kwiatkowska, A. Sajdak et al.). It is determined that the professional development of university teachers in the Republic of Poland, aimed at improving their professional-pedagogical competency, involves a system of professional retraining and advanced training, which are implemented under the conditions of both relevant educational institutions (universities) and directly in the field. It is concluded that the process of developing professional-pedagogical competency in Poland is considered as a complex multidimensional phenomenon, which ensures the continuing personal and professional growth and is an important component of the system of continuing education.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123255151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The paper deals with the technology of using a flipped classroom model in teaching linguistic disciplines to students majoring in a foreign language. The suggested idea of ‘flipped classroom’ is based on the use of Moodle learning platform which is designed to provide educators and learners with a secure and integrated system to create personalised learning environments. The efficiency of flipped classroom model has to be ensured by incorporating in practice the so-called four pillars of flipped learning defined by the Flipped Learning Network community as flexible environment, learning culture, intentional content, and professional educator. The procedure of flipping a classroom can be efficiently arranged taking into account a step-by-step guide provided by the University of Texas at Austin: identifying in what part of the course the flipped classroom model may be used most efficiently; spending class time engaging students in application activities with feedback (peer instruction, team-based learning, case-based learning, process-oriented guided inquiry learning); clarifying links between in-class and out-of-class learning; adapting learning materials for students to acquire course content in preparation of class; extending out-of-class learning by means of individual and collaborative tasks. The recommendations for in-class language learning activities using the Extempore app in flipping the classroom have been considered. The conclusion has been made about the main advantages and challenges of the flipped classroom model in teaching a foreign language.
{"title":"American Flipped Classroom Model in Teaching Linguistic Disciplines to Students Majoring in a Foreign Language","authors":"O. Martynyuk","doi":"10.2478/rpp-2019-0025","DOIUrl":"https://doi.org/10.2478/rpp-2019-0025","url":null,"abstract":"Abstract The paper deals with the technology of using a flipped classroom model in teaching linguistic disciplines to students majoring in a foreign language. The suggested idea of ‘flipped classroom’ is based on the use of Moodle learning platform which is designed to provide educators and learners with a secure and integrated system to create personalised learning environments. The efficiency of flipped classroom model has to be ensured by incorporating in practice the so-called four pillars of flipped learning defined by the Flipped Learning Network community as flexible environment, learning culture, intentional content, and professional educator. The procedure of flipping a classroom can be efficiently arranged taking into account a step-by-step guide provided by the University of Texas at Austin: identifying in what part of the course the flipped classroom model may be used most efficiently; spending class time engaging students in application activities with feedback (peer instruction, team-based learning, case-based learning, process-oriented guided inquiry learning); clarifying links between in-class and out-of-class learning; adapting learning materials for students to acquire course content in preparation of class; extending out-of-class learning by means of individual and collaborative tasks. The recommendations for in-class language learning activities using the Extempore app in flipping the classroom have been considered. The conclusion has been made about the main advantages and challenges of the flipped classroom model in teaching a foreign language.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123815014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article presents the results of scientific-pedagogical research, which consisted in analyzing the American experience of the Dalton plan in the schooling of the Netherlands, the ranking surveys according to strict criteria, and the implementation of an adapted version of the original American pedagogical model of the Dalton Plan in the schooling of Holland; characterizing the features of the introduction of the Dalton Plan into the Dutch educational systems. While researching the works of M. Montessory, H. Parkhurst and D. Lager, had been examined as the main source of the study. The archival documents of the biggest collection of Helen Parkhurst papers of the Archive of University of Wisconsin Stevens Point had been analyzed. It was studied that American experience of the Dalton Plan is top ranked among private institutions of the country. It is obvious that after the United States, the country of the Dalton Plan origin, the continental Europe and Holland have a dominant position regarding the implementation of the Dalton plan in the educational systems. It is stated that schools implementing the Dalton Plan are united in recognizing the fact that such a pedagogical model ensures the development of the student’s individuality and his social experience. The special advantage the Dalton students obtain is the ability to use different approaches and sources in seeking information that is necessary for the organization and achievement of their own research. The ideas of the Dalton Plan can be justified in the light of modern theory and research. The Dalton Plan was successfully implemented into the primary and secondary schools of the Netherlands ranked the counrty11th in the world education survey. The Dalton Plan philosophy became one of the components of the complicated Dutch educational system.
摘要:本文介绍了科学教学研究的成果，包括分析美国在荷兰学校教育中的道尔顿计划的经验，按照严格的标准进行排名调查，以及在荷兰学校教育中实施改编版的美国道尔顿计划教学模式;描述了将道尔顿计划引入荷兰教育系统的特点。在研究M. Montessory, H. Parkhurst和D. Lager的作品时，已被检查为研究的主要来源。本文分析了威斯康星大学史蒂文斯角档案馆最大的海伦·帕克赫斯特论文集的档案文件。据研究，美国的道尔顿计划经验在该国的私人机构中排名第一。很明显，在道尔顿计划的起源国美国之后，欧洲大陆和荷兰在教育系统中实施道尔顿计划方面占据主导地位。实施道尔顿计划的学校一致认为，这种教学模式保证了学生个性和社会经验的发展。道尔顿学生获得的特殊优势是能够使用不同的方法和来源来寻找组织和实现自己的研究所必需的信息。从现代理论和研究的角度来看，道尔顿计划的思想是有道理的。道尔顿计划在荷兰中小学成功实施，荷兰在世界教育调查中排名第11位。道尔顿计划哲学成为复杂的荷兰教育体系的组成部分之一。
{"title":"American Experience of the Dalton Plan in the Dutch Schooling","authors":"L. Vorobiova","doi":"10.2478/rpp-2019-0021","DOIUrl":"https://doi.org/10.2478/rpp-2019-0021","url":null,"abstract":"Abstract This article presents the results of scientific-pedagogical research, which consisted in analyzing the American experience of the Dalton plan in the schooling of the Netherlands, the ranking surveys according to strict criteria, and the implementation of an adapted version of the original American pedagogical model of the Dalton Plan in the schooling of Holland; characterizing the features of the introduction of the Dalton Plan into the Dutch educational systems. While researching the works of M. Montessory, H. Parkhurst and D. Lager, had been examined as the main source of the study. The archival documents of the biggest collection of Helen Parkhurst papers of the Archive of University of Wisconsin Stevens Point had been analyzed. It was studied that American experience of the Dalton Plan is top ranked among private institutions of the country. It is obvious that after the United States, the country of the Dalton Plan origin, the continental Europe and Holland have a dominant position regarding the implementation of the Dalton plan in the educational systems. It is stated that schools implementing the Dalton Plan are united in recognizing the fact that such a pedagogical model ensures the development of the student’s individuality and his social experience. The special advantage the Dalton students obtain is the ability to use different approaches and sources in seeking information that is necessary for the organization and achievement of their own research. The ideas of the Dalton Plan can be justified in the light of modern theory and research. The Dalton Plan was successfully implemented into the primary and secondary schools of the Netherlands ranked the counrty11th in the world education survey. The Dalton Plan philosophy became one of the components of the complicated Dutch educational system.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"31 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116378208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article deals with the content of training Masters in National Security at the UK universities. The problem of the state’s national security in the context of the state’s general development and the realization of its national interests has been actualized. It is noted that maintaining the national interests of any state world provides an adequate response to the challenges and threats of today, namely the implementation of an effective national security policy. It is found that the UK’s national security strategy lists all the key threats that the government believes are threatening the state. Terrorism has been the top problem since the terrorist attacks in London in 2007. The proliferation of nuclear weapons and other types of weapons of mass destruction causes much anxiety, too. The UK strategy also includes threats such as transnational organized crime, global instability and conflictogenity (in the Middle East and Africa), global climate change, energy shortages, poverty, etc. The conducted research proves that the UK seeks to identify and eliminate such threats as transnational organized crime, global instability and conflictogenity, global climate change, energy shortages, poverty, etc. The UK National Security Strategy is based on such key values as human rights, the rule of law, a lawful and responsible government, justice, freedom, tolerance and equal opportunity for all. As a result, the UK universities aim to diversify professional training of specialists in national security incorporating into the field such areas as peace or war studies, conflict studies, terrorism, insurgency, etc. The content of professional training for national security specialists, namely masters, provided by King’s College London, the University of Leeds and Coventry University are characterized by the following features: adherence to the nation-wide principles of national security, the conceptual diversity of degree programmes (national security studies; peace and conflict studies; security, terrorism and insurgency), focus on humanities, profession-oriented compulsory modules, a wide range of optional courses, flexible combination of study and work and personal commitments, research challenges, taking into account the dilemmas and challenges of globalization and integration, promotion of human rights, etc. The relevant recommendations have been singled out to improve the content of professional training for such specialists at Ukrainian universities.
{"title":"The Content of Professional Training of Masters in National Security at the UK Universities","authors":"Bohdan Braiko","doi":"10.2478/rpp-2019-0018","DOIUrl":"https://doi.org/10.2478/rpp-2019-0018","url":null,"abstract":"Abstract The article deals with the content of training Masters in National Security at the UK universities. The problem of the state’s national security in the context of the state’s general development and the realization of its national interests has been actualized. It is noted that maintaining the national interests of any state world provides an adequate response to the challenges and threats of today, namely the implementation of an effective national security policy. It is found that the UK’s national security strategy lists all the key threats that the government believes are threatening the state. Terrorism has been the top problem since the terrorist attacks in London in 2007. The proliferation of nuclear weapons and other types of weapons of mass destruction causes much anxiety, too. The UK strategy also includes threats such as transnational organized crime, global instability and conflictogenity (in the Middle East and Africa), global climate change, energy shortages, poverty, etc. The conducted research proves that the UK seeks to identify and eliminate such threats as transnational organized crime, global instability and conflictogenity, global climate change, energy shortages, poverty, etc. The UK National Security Strategy is based on such key values as human rights, the rule of law, a lawful and responsible government, justice, freedom, tolerance and equal opportunity for all. As a result, the UK universities aim to diversify professional training of specialists in national security incorporating into the field such areas as peace or war studies, conflict studies, terrorism, insurgency, etc. The content of professional training for national security specialists, namely masters, provided by King’s College London, the University of Leeds and Coventry University are characterized by the following features: adherence to the nation-wide principles of national security, the conceptual diversity of degree programmes (national security studies; peace and conflict studies; security, terrorism and insurgency), focus on humanities, profession-oriented compulsory modules, a wide range of optional courses, flexible combination of study and work and personal commitments, research challenges, taking into account the dilemmas and challenges of globalization and integration, promotion of human rights, etc. The relevant recommendations have been singled out to improve the content of professional training for such specialists at Ukrainian universities.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114819627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article studies the conditions of the educational environment in higher education institutions in France, especially at pedagogical universities, in order to explore the psychological conditions for developing competencies in future foreign language teachers. The article thoroughly analyzes the studies of French scholars on the interaction between the participants in the educational process. There are two main trends in sociological studies on educational relationship. The first theory proves the impossibility of abstracting the interaction between teachers and students from the organization of teacher education and its role in society and highlights the interaction in the division of labour. The second theory lies in studying the interaction between the subjects as a social reality, which occurs as a result of implementing certain interactions. The article considers the effects of mass formation in the context of such areas as degradation and remotization of interactions during professional training. It also describes the results of observations on the subjects of educational activity conducted by certain French scholars between the early 20th century and the early 21st century. The studies between 1975 and 2000 reveal the effects of massification in the social and public environment. The image of French universities of that period is characterized by overload and degradation in the relational context. The authors point to the weakness of integration between students, misunderstandings with teachers and, finally, the distance of communication. The early 21st century has not yet much contributed to the professional training of future foreign language teachers in the context of educational relationship between the participants in the educational process. The article analyzes possible explanations of relational difficulties. These, first of all, include unjustified expectations of the subjects of both parties. In addition, one of the most important influential factors is pedagogical mastery of communication quality. However, one of the most important reasons is the quality of human relationships. The current period in professional teacher training is characterized by a gap in the interaction between students and teachers as a result of introducing technologies, acquiring virtual knowledge and culture of instant information.
{"title":"The Characteristics of Subject-Subject Interaction During Professional Training of Future Foreign Language Teachers at French Universities","authors":"A. Medynska","doi":"10.2478/rpp-2019-0019","DOIUrl":"https://doi.org/10.2478/rpp-2019-0019","url":null,"abstract":"Abstract The article studies the conditions of the educational environment in higher education institutions in France, especially at pedagogical universities, in order to explore the psychological conditions for developing competencies in future foreign language teachers. The article thoroughly analyzes the studies of French scholars on the interaction between the participants in the educational process. There are two main trends in sociological studies on educational relationship. The first theory proves the impossibility of abstracting the interaction between teachers and students from the organization of teacher education and its role in society and highlights the interaction in the division of labour. The second theory lies in studying the interaction between the subjects as a social reality, which occurs as a result of implementing certain interactions. The article considers the effects of mass formation in the context of such areas as degradation and remotization of interactions during professional training. It also describes the results of observations on the subjects of educational activity conducted by certain French scholars between the early 20th century and the early 21st century. The studies between 1975 and 2000 reveal the effects of massification in the social and public environment. The image of French universities of that period is characterized by overload and degradation in the relational context. The authors point to the weakness of integration between students, misunderstandings with teachers and, finally, the distance of communication. The early 21st century has not yet much contributed to the professional training of future foreign language teachers in the context of educational relationship between the participants in the educational process. The article analyzes possible explanations of relational difficulties. These, first of all, include unjustified expectations of the subjects of both parties. In addition, one of the most important influential factors is pedagogical mastery of communication quality. However, one of the most important reasons is the quality of human relationships. The current period in professional teacher training is characterized by a gap in the interaction between students and teachers as a result of introducing technologies, acquiring virtual knowledge and culture of instant information.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125809510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract With geographical, cultural and economic benefits, Poland has adapted to the Bologna Process and has been one of the countries most preferred by students in Turkey within the scope of Erasmus. Turkey and Poland Physical Education and Sports Undergraduate Curriculum were analyzed with data from government agencies in both countries. Erasmus program has been prepared within the framework of the European Union in order to ensure the development of higher education institutions, to work jointly between the universities and to eliminate geographical and educational boundaries. Bologna Process, founded in 1998, Turkey’s included in 2001, envisages a structure that ensures the mobility of academic staff, comparable, not bounded by country borders, set standards, competitive and very well connected with each other. With over 400 universities, Poland offers a cost-effective and quality education program. Poland’s Physical Education and Sports Undergraduate program is 3 years. The curriculum, which has a weighted structure in the Field Training, also includes Professional Knowledge and General Culture courses. Turkey’s constant Physical Education and Sports Science program, which is determined by Higher Education Council (YÖK), is 4 years. In addition to the Field Training courses, Professions Knowledge and General Culture courses are also covered by the curriculum. There is one year (2 semesters, 60 ECTS) difference between Turkey and Poland curriculum. This difference is mostly composed of the National course elements in the Professions Knowledge and General Culture parts. The Field Training courses are divided into theoretical and practical applications and are processed at similar rates in both countries.
{"title":"Examination of Physical Education and Sports Undergraduate Programs of the Bologna Process Countries (Poland-Turkey Case)","authors":"S. Namli","doi":"10.2478/RPP-2019-0016","DOIUrl":"https://doi.org/10.2478/RPP-2019-0016","url":null,"abstract":"Abstract With geographical, cultural and economic benefits, Poland has adapted to the Bologna Process and has been one of the countries most preferred by students in Turkey within the scope of Erasmus. Turkey and Poland Physical Education and Sports Undergraduate Curriculum were analyzed with data from government agencies in both countries. Erasmus program has been prepared within the framework of the European Union in order to ensure the development of higher education institutions, to work jointly between the universities and to eliminate geographical and educational boundaries. Bologna Process, founded in 1998, Turkey’s included in 2001, envisages a structure that ensures the mobility of academic staff, comparable, not bounded by country borders, set standards, competitive and very well connected with each other. With over 400 universities, Poland offers a cost-effective and quality education program. Poland’s Physical Education and Sports Undergraduate program is 3 years. The curriculum, which has a weighted structure in the Field Training, also includes Professional Knowledge and General Culture courses. Turkey’s constant Physical Education and Sports Science program, which is determined by Higher Education Council (YÖK), is 4 years. In addition to the Field Training courses, Professions Knowledge and General Culture courses are also covered by the curriculum. There is one year (2 semesters, 60 ECTS) difference between Turkey and Poland curriculum. This difference is mostly composed of the National course elements in the Professions Knowledge and General Culture parts. The Field Training courses are divided into theoretical and practical applications and are processed at similar rates in both countries.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131484443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Studying the experience of foreign language teachers’ professional training in developed foreign countries opens up new opportunities for improving the system of pedagogical education in conditions of its adaptation to the requirements of the European educational space. Of a significant scientific interest are the progressive achievements of countries that demonstrate a high level of foreign language teachers’ professional training in accordance with international standards; have rich historical traditions of education that contributes to their leading role in science and education at the regional and global levels; have gained considerable experience in the field of foreign language teachers’ professional training in the new socio-cultural conditions. It is emphasized that the language policy of the European Union demonstrates the crucial importance of language learning in the integration processes. It is also underlined that in modern international documents on the modernization of the foreign language teachers’ professional training it is stated that modern educational transformations should facilitate the implementation of a European dimension in the foreign languages teachers’ training. The establishment of new values related to the search for a multicultural, multi-ethnic and multi-linguistic Europe depends to a great extent on the ability of the teacher to develop a European consciousness and an individual sense of moral responsibility in a pluralistic society. The paper presents the results of collective scientific research, in particular, the peculiarities of the foreign language teachers’ professional training in Poland are presented and the recommendations on the creative use of constructive ideas of the progressive experience in the process of updating the system of pedagogical education are outlined.
{"title":"Polish Experience of Foreign Language Teachers’ Training","authors":"O. Rogulska, O. Tarasova","doi":"10.2478/rpp-2019-0014","DOIUrl":"https://doi.org/10.2478/rpp-2019-0014","url":null,"abstract":"Abstract Studying the experience of foreign language teachers’ professional training in developed foreign countries opens up new opportunities for improving the system of pedagogical education in conditions of its adaptation to the requirements of the European educational space. Of a significant scientific interest are the progressive achievements of countries that demonstrate a high level of foreign language teachers’ professional training in accordance with international standards; have rich historical traditions of education that contributes to their leading role in science and education at the regional and global levels; have gained considerable experience in the field of foreign language teachers’ professional training in the new socio-cultural conditions. It is emphasized that the language policy of the European Union demonstrates the crucial importance of language learning in the integration processes. It is also underlined that in modern international documents on the modernization of the foreign language teachers’ professional training it is stated that modern educational transformations should facilitate the implementation of a European dimension in the foreign languages teachers’ training. The establishment of new values related to the search for a multicultural, multi-ethnic and multi-linguistic Europe depends to a great extent on the ability of the teacher to develop a European consciousness and an individual sense of moral responsibility in a pluralistic society. The paper presents the results of collective scientific research, in particular, the peculiarities of the foreign language teachers’ professional training in Poland are presented and the recommendations on the creative use of constructive ideas of the progressive experience in the process of updating the system of pedagogical education are outlined.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122051662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.
{"title":"Diversification of Structural and Content Peculiarities of Non-Formal Adult Education in the USA and Canada","authors":"O. Terenko","doi":"10.2478/rpp-2019-0013","DOIUrl":"https://doi.org/10.2478/rpp-2019-0013","url":null,"abstract":"Abstract Types of non-formal adult education in the USA and Canada are singled out. Non-formal adult education in the United States and Canada is subdivided into basic adult education, education for professional development, education for personal development, specialized adult education, education for the development of civil society (constituents of which are education for peace, citizenship and democracy; education for protection of environment; multicultural education). The purpose and main assignments of adult education for professional development are systematized. The purpose is professional development, meeting the needs of personal development, self-actualization and self-realization in professional life. Its main tasks are: formation of positive attitude to professional work and motivation for professional growth; enriching social and professional competence; development of adequate professional conduct. Types of educational establishments for adults are systematized. University colleges, community colleges, colleges of general and vocational education, colleges of applied arts are an alternative to university education of adults in Canada and the USA. Specifics of programs in American and Canadian colleges is analyzed. Colleges and institutes introduce programs aimed at solving social problems, taking into account labor market demands. They offer training programs for development of applied skills in business, art, technology, agriculture, social and educational fields, medicine. A special place in non-formal education for professional development is given to education for the labor market, which is aimed at obtaining specific professional competencies that are necessary at labor market. Adults are involved in professional programs, trainings, courses, seminars, internships.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"69 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131358095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The family, which is one of the smallest units of the society, has the most important effect on a child’s life. It is known that parents are the initial examples for the child in many ways. This study primarily aims to compare the sports sciences students in Turkey and the United Kingdom in terms of their parents’ participation in sports. The sample consisted of 390 sports sciences students (201 in the UK and 189 in Turkey). The study was conducted with the cross-sectional screening model. The data were collected by the Exercise Stages of Change Questionnaire (ESOCQ) and analysed by Chi-Squared (χ2) test. Within the scope of the study, it was found that the sports sciences students in both countries were rather at the active stage of exercise stages of change in both countries, but the ratio of the students who actively participated in exercise in the UK was higher. The observations from the passive and preparation stages of the participation in exercises were examined and the frequency of the students in Turkey was higher compared to those in the UK. The rates of parent attendance in sports were also higher in the UK, and the active stage was on for the majority of these students from the exercise stages of change. In Turkey, the students whose parents do not attend sports have higher rates than those of the attending parents. In consideration of the sportive achievements, it is quite obvious that it is not enough simply to offer choices to children. Beyond that, another approach is required. The leading action to take can be participating in sports by themselves to become a model for their kids. Accordingly, it is essential that parents should be seen as a social support that may help them develop some new attitudes towards sports at their developmental ages.
{"title":"The Role of Parent’s Participation in Sports on Change in Exercise Level: A Cross-Cultural Comparison","authors":"Ceyhun Alemdağ","doi":"10.2478/rpp-2019-0015","DOIUrl":"https://doi.org/10.2478/rpp-2019-0015","url":null,"abstract":"Abstract The family, which is one of the smallest units of the society, has the most important effect on a child’s life. It is known that parents are the initial examples for the child in many ways. This study primarily aims to compare the sports sciences students in Turkey and the United Kingdom in terms of their parents’ participation in sports. The sample consisted of 390 sports sciences students (201 in the UK and 189 in Turkey). The study was conducted with the cross-sectional screening model. The data were collected by the Exercise Stages of Change Questionnaire (ESOCQ) and analysed by Chi-Squared (χ2) test. Within the scope of the study, it was found that the sports sciences students in both countries were rather at the active stage of exercise stages of change in both countries, but the ratio of the students who actively participated in exercise in the UK was higher. The observations from the passive and preparation stages of the participation in exercises were examined and the frequency of the students in Turkey was higher compared to those in the UK. The rates of parent attendance in sports were also higher in the UK, and the active stage was on for the majority of these students from the exercise stages of change. In Turkey, the students whose parents do not attend sports have higher rates than those of the attending parents. In consideration of the sportive achievements, it is quite obvious that it is not enough simply to offer choices to children. Beyond that, another approach is required. The leading action to take can be participating in sports by themselves to become a model for their kids. Accordingly, it is essential that parents should be seen as a social support that may help them develop some new attitudes towards sports at their developmental ages.","PeriodicalId":113315,"journal":{"name":"Comparative Professional Pedagogy","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132942449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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