Methodical Training System Enhancements of Future Biology Teachers at Pedagogical Universities

Background. Methodical training plays a leading role in future biology specialists’ professional education; it is assumed to be a backbone component of future educators’ professional readiness in modern scientific research. The methodical training of future biology teachers is interpreted as a determined acquisition of methodological knowledge and skills in the context of methodical tasks related to school course of biology and their solving. New tendencies of school biology education development, implementation of innovative pedagogical technologies into teaching process, development of modern training resources provided the necessity to modernize methodical training of future biology educators in pedagogical universities. The objective of this research is giving a scientific ground to the methodical training system of future biology teachers and checking the effectiveness of its implementation at pedagogical universities. Methods. During the implementation of this research the complex of general scientific methods has been used: theoretical ones (scientific literature analysis, terminological analysis, comparison, systematization and generalization of scientific results), empirical ones (observation, discussions, questionnaire, testing for the determination of future biology educators’ method competence level, pedagogical experiment with qualitative and quantitative analysis of results), mathematical statistics method. The total number of 482 students of Ukrainian pedagogical universities were involved in the experiment. Results. After the implementation of pedagogical experiment the number of students with high level of methodical readiness has significantly increased (according to motivation component – by 9,7% cognitive one – by 5,8%, active one – by 6,2%, reflexive one – by 10,5%), with satisfactory level (according to motivation component – by 12,9%, cognitive one – by 25,2%, active one – by 19,3%, reflexive one – by 8,8%); the number of students with low level has decreased respectively (according to motivation component – by 15,9%, cognitive one – by 24,3%, active one – by 20,5%, reflexive – by 11,3%). Conclusion. According to the results of experiment it can be claimed that implementation of future biology teachers’ experimental methodical training system provides the enhancement of students’ methodical proficiency level and higher quality of their professional readiness at pedagogical universities of Ukraine

Педагогічні умови формування готовності майбутніх майстрів початкової освіти до інноваційної діяльності

The article focuses on the importance of pedagogical conditions in forming the readiness of future masters of primary education for innovations in higher education institutions. The purpose of the article is to substantiate and test the pedagogical conditions for forming the readiness of future masters of primary education for innovation activity on the basis of generalization of theoretical and practical principles of their professional training. The pedagogical conditions of forming the readiness of future masters of primary education for innovation activity in the process of their professional training are substantiated and characterized: the formation in the future masters of primary education values-based attitude to professional activity; activation of positive motivation of graduate students for innovation activity, taking into account an innovative educational environment of a higher education institution; substantiation of the content, forms, methods and means of professional training of future masters of primary education for innovations in higher education institutions; creative implementation of innovative technologies in the educational process, aimed at forming the readiness of future masters of primary education for innovations. The influence of certain pedagogical conditions on the formation of the readiness of future masters of primary education for innovation activity is determined.У статті зосереджено увагу на важливості педагогічних умов у формуванні готовності майбутніх майстрів початкової освіти до інновацій у вищих навчальних закладах. Метою статті є обґрунтування та перевірка педагогічних умов формування готовності майбутніх майстрів початкової освіти до інноваційної діяльності на основі узагальнення теоретичних та практичних засад їх професійної підготовки. Обґрунтовано та охарактеризовано педагогічні умови формування готовності майбутніх майстрів початкової освіти до інноваційної діяльності в процесі їх професійної підготовки: формування у майбутніх майстрів початкової освіти ціннісного ставлення до професійної діяльності; активізація позитивної мотивації аспірантів до інноваційної діяльності з урахуванням інноваційного освітнього середовища вищого навчального закладу; обґрунтування змісту, форм, методів та засобів професійної підготовки майбутніх майстрів початкової освіти до інновацій у вищих навчальних закладах; креативне впровадження інноваційних технологій у навчальний процес, спрямоване на формування готовності майбутніх майстрів початкової освіти до інновацій. Визначено вплив певних педагогічних умов на формування готовності майбутніх майстрів початкової освіти до інноваційної діяльності

Professional competency of modern specialist: means of formation, development and improvement

The modern scientific and methodical approaches to the study and analysis of professional competence that are in line with the state requirements for reforming education and the tendencies of introducing a competent approach as one of the key factors of today's vocational education are analyzed. The emphasis is placed on the fact that implementation of the competence approach should include the use of professional training of real professional tasks with the orientation of future professionals to analyze the results of their own professional activities and decisions. The basic principles of professional training of future managers of economic security are determined. It has been established that the professional training of future managers of economic security should be carried out on a modular basis

Training, Education and Research in COVID-19 Times: Innovative Methodological Approaches, Best Practices, and Case Studies

The global COVID-19 pandemic has posed a major challenge in all aspects of life, including how graduate training of healthcare practitioners is conducted. In Saudi Arabia, there were over 14,000 graduate health professional trainees in different stages of their training in various specialties distributed in many healthcare facilities across the country. The vast geographical distribution and diversity of health specialties training programs and activities have remarkably magnified the challenge posed by the pandemic. However, recently, the SCFHS implemented a health training governance reform that granted more autonomy to accredited training facilities in supervising training activities according to preset policies. This autonomy was crucial for mitigating various risks imposed by the pandemic, especially during the extended periods of strict lockdown. The ultimate mandate is a knowledge management primer. We need to once again focus on the basics of human creativity and knowledge creation: Create the content/knowledge; Utilize knowledge; Document knowledge; Communicate knowledge; Enable an integrated training, education, and research ecosystem; Utilize the integrated platform. Our volume is a contribution to the scientific debate for the added value of COVID-19 to our training, education, and research capabilities. We continue this debate with a new Special Issue in the Sustainability journal. We look forward to your contributions to this discussion