Особенности электронного обучения в Швейцарии

Статтю присвячено вивченню особливостей розвитку та становлення електронного навчання у Швейцарії. У зв’язку з цим вивчається досвід державних програм підтримки проектів електронного навчання, виокремлюються етапи його становлення в країні, надається характеристика різним концепціям електронного навчання у вищих навчальних закладах Швейцарії.The article concerns the particularities of the e-learning development in Switzerland. In this connection the experience of the state funding programmes of e-learning is studied, then stages of its development in the country are under the view. Different concepts of e–learning in high educational institutions of Switzerland are characterized as well.Статья посвящена изучению особенностей развития и становления электронного обучения в Швейцарии. В этой связи изучается опыт государственных программ поддержки проектов электронного обучения, выделяются этапы его развития в стране, дается характеристика различным концепциям электронного обучения в высших учебных заведениях Швейцарии

Identifying Quality Mentoring Based on New Teacher Perceptions of Professional Development

Despite the fact that new teacher mentoring had its inception in the late 1960\u27s and is currently mandated in schools and districts across the country, there are still questions as to whether effectiveness has been obtained (Keay, 2007). Stewart (2004) arrived at a definition of quality mentoring based on five areas of support (i.e., Personal Support, Classroom Support, Professional Support, Evaluative Support, and Reflective Support), and her research provides definition to the kind of support that mentees desire and need. The purpose of this study was to examine an existing survey that was designed for a large urban district\u27s evaluation of a grant-funded teacher-mentoring program (i.e., the New Teacher Support Program). The researcher coded the existing program evaluation survey according to Stewart\u27s categories, and this process identified the presence of research-based categories within the existing evaluation of a mentoring program. The researcher then analyzed the results from the two groups of new teachers involved in this study, the New Teacher Support Program participants (NTSP) and the Non-New Teacher Support Program participants (Non-NTSP), to understand which components of mentoring were the most important to the mentees based on their perceptions. The findings from this study were that all survey respondents perceived that they received support from their mentors. All survey respondents perceived more support in the Personal Support category, followed very closely by the categories of Professional Support, Classroom Support and Reflective Support. The existing survey contained items that corresponded to all of Stewart\u27s categories except Evaluative Support. There were differences between the responses of the two groups (i.e., the NTSP and non-NTSP participants) especially in the category of Reflective support. There was also evidence that the mentees used the support received from their mentors to adjust their instructional practices. The findings demonstrate that the new teachers in one urban school district did perceive support from having a mentor. More research should be conducted regarding how support from mentors translates into improved instruction and student outcomes

ЗАРУБІЖНІ ДОСЛІДЖЕННЯ ПСИХОЛОГО-ПЕДАГОГІЧНИХ ЗАСАД ДИСТАНЦІЙНОЇ ОСВІТИ

The author studies psychological and pedagogical theories which have comprised the methodological basis of distance education abroad Short history of the distance learning is presented. Besides, main psychological approaches of learning which have contributed to the distance education are under the view

ЕПІСТЕМОЛОГІЧНІ ЗАСАДИ ВИВЧЕННЯ ЗНАННЯ ЯК СУБ'ЄКТИВНОГО УТВОРЕННЯ

The article concerns the epistemological study of knowledge as the subjective unity viewed by native and abroad investigations. The epistemology as a branch of as well as the manifestation of subjective form of knowledge and knowing are under discussion. Main directions of the abroad epistemological studies are analyzed

ІНТЕЛЕКТУАЛЬНІ ЗДІБНОСТІ ТА МОТИВАЦІЯ ДОСЯГНЕННЯ У СТРУКТУРІ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ У СВІТЛІ ЗАРУБІЖНИХ ДОСЛІДЖЕНЬ

The Article is devoted to the study of the intellectual abilities and motivation of the achievement in the structure of the professional competence from the standpoint of foreign scientists. It concerns the particularities of the different rections of the intellectual abilities' hierarchical structure, their functioning at different stages of human life as referred to the realization of the professional activity. The paper investigates motivational aspects in unity of the personality's interests and motivation of the achievement. The structure of the desires and actions directed to the realization of the personality's need for achievement is under the view