- Демків, Анна Миколаївна (orcid.org/0000-0002-1604-1793) (2023) Professional development of lecturers from educational and methodical centers of civil defense in the process of advanced training Masters thesis, Інститут педагогічної освіти і освіти дорослих імені Івана Зязюна.
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Abstract
А.M. Demkiv. Professional development of lecturers from educational and methodical centers of civil defense in the process of advanced training. – Qualification academic paper as the manuscript. Dissertation for obtaining a degree of Doctor of Philosophy in the field of study «01 Education/Pedagogy» in the speciality «011. Educational, Pedagogical Sciences». – Ivan Zyazyun Institute of Pedagogical and Adult Education of the National Academy of Educational Sciences of Ukraine, Kyiv, 2023. In the dissertation, the problem of professional development of lecturers of educational and methodological centers of civil defense in the process of advanced training is actualized and substantiated, the aim and task are defined, the research program and methodology are developed. According to the results of the structural-semantic analysis of scientific approaches to the definition of the essence of the phenomenon «professional development of the lecturer», the author’s definition of this concept was formulated and the professionally important qualities of the modern lecturer of the EMC CD were outlined in professional and pedagogical activities, as a result of its successful professional development. It is shown that continuous professional development is a mandatory condition for every lecturer who works in the EMC CD. On the basis of the analysis of regulatory and legal documents and scientific works, the specifics of their professional development are summarized, which consists in the duality of functional and professional-pedagogical training, complementarity of professional competence in Civil Defense (263) and Educational, Pedagogical Sciences (011) specialties. The essence of the concept of «professional-pedagogical competence of lecturers of the EMC DC» is specified, by which we mean a complex of activities carried out on a continuous basis and aimed at the development of professional-pedagogical competence as a synergy of knowledge, abilities and skills in the fields of civil defense and education/pedagogy, values and communication skills, to act responsibly and autonomously within the limits of the given powers regarding civil defense of the population. According to the results of the analysis of scientific literature, the structure and content of the professional-pedagogical competence of the lecturers of the EMC DC, which consists of motivational-value, cognitive, activity, personal-professional components with defined basic parameters, was developed and substantiated; its practical significance is revealed, which consists in structuring and determining the content of the professional-pedagogical component of the advanced training program both in the system of postgraduate education and in the process of methodical work. The criteria for the development of professional-pedagogical competence of the lecturers of the EMC CD: motivational-axiological, cognitive-educational, operational-functional, personal-reflective; evaluation parameters are defined as well. In order to carry out a correct qualitative and quantitative measurement of the results of the professional development of the lecturers of the EMC CD, the level of development of each individual component is substantiated by the value of the coefficient of effectiveness of the development of PPC (C eff. dev. of PPC): 0.81 <C eff. dev. of PPC ≤ 1.0 – very high level; 0.61 <C eff. dev. of PPC ≤ 0.80 – high level; 0.41 <C eff. dev. of PPC ≤ 0.60 – average level; 0.21 <C eff. dev. of PPC ≤ 0.40 is a sufficient level; 0.10 <C eff. dev. of PPC ≤ 0.20 is an insufficient level. A model of professional development of lecturers of the EMC CD in the process of advanced training was developed and experimentally verified, which reflects five blocks: target block (aim and task of professional development), conceptual and normative block (concepts, ideas, strategies; the procedure for training management staff and specialists, the activities of which are related to the organization and implementation of activities on civil defense issues; educational standards), content block (the component combination of the professional and pedagogical competence of EMC CD lecturers), procedural and technological blocks (forms: face-to-face (full-time), face-to-face (full-time) and distance learning, blended learning; interactive lecture, seminar, practical classes, conferences; methods: problem, game, situational, training, brainstorming, round table; means: reference, scientific, methodical literature; audiovisual and video materials, computer programs, Internet; pedagogical technologies: case technologies, virtual simulators, distance learning technologies, game technologies, practically oriented technologies), diagnostic and reflexive (criteria: motivational and axiological; cognitive and educational; operational and functional; personally reflective; parameters and levels: very high; high; average; sufficient; insufficient). By using the method of analysis of hierarchies, which is recognized as a mathematical tool for a systematic approach to complex decision-making problems, the most practically significant pedagogical conditions are determined, in particular: the first is the development of motivational readiness of lecturers to acquire theoretical knowledge and skills of pedagogical activity, because the professional development of teachers will be much more effective than conditions for the organization of systematic, continuous work on the development of their motivational readiness, which activates the process of individual management of self-development; optimizes ways of thinking and develops special professional qualities. The second pedagogical condition is lecturers’ mastery of modern digital technologies and resources in pedagogical, innovative and research activities. Its implementation is envisaged in the implementation of Google Workspace Education services as an indispensable component of the educational process, the active introduction of these services in the training of attendees and students of higher education of all levels, in particular in post-graduate education institutions, which will significantly affect the quality of the organization of distance and blended learning, especially in crisis conditions. The third pedagogical condition defines the individualization of the pedagogical development of lecturers. As a result of the implementation of this condition, the intensification of the professional and scientific research activities of teachers regarding the correction of personal and professional development, self-development of reflective abilities and culture is achieved as well. The fourth pedagogical condition is to fill the content of the post-graduate professional training of lecturers of the EMC CD with developmental technologies of professional education. It is aimed at self-improvement of the individual as a process of self-creation, internal transformation, leading to self-affirmation and self-development of the individual. Each of the identified pedagogical conditions has its own internal possibilities, being mainly aimed at the formation of one or another component of the professional competence of civil defense specialists. At the same time, each condition taken separately cannot fully ensure the effectiveness of the formation of the researched problem. Only their system unity allows achieving the best results and constitutes a complex of pedagogical conditions for the formation of professional competence of lecturers of the EMC CD in the process of advanced training. Scientific approaches to the implementation of the model of professional development of the lecturers of the EMC CD in the process of professional development have been determined. Based on the study of scientific pedagogical literature, it was found out that pedagogical technology is considered by scientists as a pedagogical system, the interconnected elements of which are the following: purpose, content, methods and participants of the educational process. Its main purpose is to optimize the educational process, taking into account the interaction of technical and human resources. The technology of professional development of EMC CD lecturers in the process of professional development is characterized. Peculiarities of adult learning technologies expressed in ways of implementing educational content have been revealed as well. The scientific novelty and theoretical significance of the research results are that: for the first time, the structure and content of the professional-pedagogical competence of lecturers of the EMC CD was developed and substantiated, which consists of motivational-value, cognitive, activity, personal-professional components; developed and experimentally tested the model of professional competence of lecturers of the EMC CD in the process of advanced training, in which five blocks are displayed: target, conceptual-normative, substantive, procedural-technological, diagnostic-reflective; the most significant and important pedagogical conditions for the professional development of lecturers of the EMC CD in the process of advanced training are defined and substantiated: development of motivational readiness of lecturers of the EMC CD to acquire theoretical knowledge and skills of pedagogical activity; mastering of modern digital technologies and resources in pedagogical, innovative and research activities by the teachers of NMC Central individualization of the pedagogical development of lecturers of the EMC CD; the use of personal development technologies in the process of improving the qualifications of teachers of the NMC of the Center of Central and Eastern Europe; the criteria for the development of the professional and pedagogical competence of professional competence of lecturers of the EMC CD in the process of advanced training (motivational-axiological; cognitive-cognitive; operational-functional; personal-reflective) are determined; the essence of the concepts «professional development of lecturers of educational and methodical centers of civil protection», «professional and pedagogical competence of lecturers of the EMC CD» was defined and clarified; the diagnostic toolkit for studying the dynamics of professional competence of lecturers of the EMC CD in the process of advanced training in accordance with the developed criteria and indicators has been improved; further development was achieved: scientific and pedagogical provisions of professional competence of lecturers of the EMC CD in the process of advanced training, taking into account modern trends in the transformation of education; generalization of practical experience of professional development of lecturers in formal and informal education. The practical significance of the study consists in the preparation and introduction into the educational process of the section of the training manual «The Main Aspects of Advanced Training of Teaching Staff of Educational and Methodical Centers in the Field of Civil Defense», intended for managers and lecturers of the EMC CD, attendees of advanced training courses, master’s and postgraduate students; the introduction of two modules on updated topics into the working program for the advanced training of the EMC CD lecturers and two special courses on the topics: «Professional and Pedagogical Competence of the EMC CD Lecturers: Peculiarities of Individual Development» and «Modern Models of Continuous Professional Development of the EMC CD Lecturers in Conditions of Open Education». The results and conclusions of the study should be used in the development of educational-professional and educational-scientific programs in institutions of higher education, training programs for advanced training in the postgraduate education system, training programs in the inter-course period of advanced training for the EMC CD lecturers. It is expedient to use the practical work of the dissertation candidate in the process of advanced training of the EMC CD lecturers. The results of the ascertaining stage of the experimental research are presented; a comparative analysis of the ascertaining and formative stages of the pedagogical experiment was carried out, the validity of which is confirmed by the use of mathematical statistics methods. The presentation of the results of the pedagogical experiment is illustrated by the infographic. For each section and for the dissertation as a whole, the research results are summarized and conclusions are formulated.
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