TYPES AND FORMS OF CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF (BY THE RESULTS OF THE POLL)

Authors

  • Oksana Bulvinska Київський університет імені Бориса Грінченка
  • Maxim Bulvinsky студент факультету соціології, Київський національний університет імені Тараса Шевченка,

DOI:

https://doi.org/10.28925/2312-5829.2018.3-4.8426

Keywords:

academic staff, continuing professional development, higher education institutions, types and forms of continuing professional development, сertification training, ranking

Abstract

The article is devoted to the results of the academic stuff of Ukrainian universities employees regarding to the types and forms of their professional development. Professional development forms are ordered according to their reducing degree in meaning for respondents by a ranking method. It was determined that the first three ranked places among the named types and forms of university lecturers professional development took such activities as studying at trainings, courses, coaching sessions outside the native educational institution; using online forms and self-analysing of own professional experience accordingly. Nationwide advanced training courses and a system of professional development within native higher education institutions are highly demanded among lecturers, although are clearly underdeveloped forms.  According to the results of the study, it is suggested to cultivate types of professional growth of the academic stuff of higher education institutions at the expense of accredited educational programs in educational or scientific institutions; expanding of educational online resources of a Ukrainian Internet segment, as well as involvement of European and worldwide relevant resources. It is also perspective to develop the lecturers training system in the context of institutional autonomy as this is an all-European trend.

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References

Закон України «Про освіту». URL: http://zakon2.rada.gov.ua/laws/show/2145-19/page3 (дата звернення: 10.07.2018).

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References

Zakon Ukrainy «Pro osvitu» [The Law of Ukraine On Education]. Retrieved from http://zakon2.rada.gov.ua/laws/show/2145-19/page3 (ukr).

Navchaty j navchatysya: yak i kudy zrostaty ukrayinskomu vchytelstvu. Vybrani rezultaty [Teach and learn: how and where to grow Ukrainian teaching. Selected Results] (2018). Retrieved from https://www.edcamp.org.ua/teachandlearn (ukr).

Paris Communiqué (2018). Retrieved from https://mon.gov.ua/storage/app/media/news/%D0%9D%D0%BE%D0%B2%D0%B8%D0%BD%D0%B8/2018/06/06/12/paris-communiqueenua2018.pdf (ukr).

Bubb, S. & Earley, P. (2007). Leading and Managing Continuing Professional Development. London, Great Britain: SAGE Publications. doi: http://dx.doi.org/10.4135/9781446216637 (eng).

Modernisation of Higher Education in Europe: Academic Staff – 2017. Eurydice Report. Luxembourg, Luxembourg: Publications Office of the European Union. doi: 10.2797/408169 (eng).

The European Higher Education Area in 2018: Bologna Process Implementation Report (2018). Luxembourg, Luxembourg: Publications Office of the European Union. doi:10.2797/265898 (eng).

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Abstract views: 695

Published

2018-09-08

How to Cite

[1]
O. Bulvinska and M. Bulvinsky, “TYPES AND FORMS OF CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF (BY THE RESULTS OF THE POLL)”, OD, pp. 95–106, Sep. 2018.

Issue

Section

Trends in the Development of Modern Education