Підготовка викладачів до професійної діяльності в медичних університетах США
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Дата
2019
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Назва журналу
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Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
Пропонована стаття ставить за мету вивчити особливості професійної підготовки викладача медичного університету в США. Актуальність розвідки зумовлюється трансформаціями в межах української освітньої системи й необхідності критичного осмислення позитивного досвіду передових країн. Своєчасність дослідження підсилюється тим, що якість підготовки лікарів у США прямо залежить від підготовки викладачів медичних університетів. Використано елементи загальнонаукових (аналіз, синтез, узагальнення, систематизація) та історико-педагогічних (логіко-системний) методів. У результаті дослідження встановлено, що професійна підготовка викладача медичного університету охоплює три етапи: допрофесійну, післяпрофесійну підготовку і підвищення кваліфікації. Проаналізовано основні аспекти підготовки на кожному з етапів. Ефективність підготовки викладача на кожному з етапів полягаю у швидкому реагуванні освітньої системи на виклики й потреби часу.
The given article aims to study the peculiarities of the professional training of a teacher of a medical university in the USA. The actuality of the suggested research paper is determined by the transformations within the Ukrainian educational system and the need for critical reflection on the positive experience of advanced countries. The actuality of the study is foregrounded by the fact that the quality of doctors training in the United States directly depends on the level of qualification of teachers at medical universities. During the research, the elements of general scientific (analysis, synthesis, generalization, systematization) and historical-pedagogical (logical-systemic) methods have been used. It has been established that professional training of a medical university teacher encompasses three stages: preprofessional, post-professional and advanced training as a part of continuous professional development. The main aspects of training at each stage have been analyzed. At the first stage, the main way of obtaining pedagogical training is implementation of incorporated interdisciplinary programs. Forms and methods of organization of postprofessional training of future medical teachers are diverse: specialists training on various doctoral programs, working as an assistant professor, certification programs of psychological and pedagogical training. Advanced training of medical school teachers takes place on various certification courses and programs. The analysis of these programs proves their following peculiarities: 1) focus on the development of leadership qualities of teachers; 2) emphasis on communicative skills of teachers and effective interpersonal interaction; 3) implementation of the newest methods of evaluation and feedback; 4) development of team work skills, in particular, in scientific work; 5) focus on the latest technical means of teaching, distance learning, and 6) the emphasis on continuous improvement of curricula and syllabi in order to identify inaccuracies and respond quickly to the challenges of time. The effectiveness of teachers' training at every stage is ensured by the early response to the educational system's challenges and the needs of time.
The given article aims to study the peculiarities of the professional training of a teacher of a medical university in the USA. The actuality of the suggested research paper is determined by the transformations within the Ukrainian educational system and the need for critical reflection on the positive experience of advanced countries. The actuality of the study is foregrounded by the fact that the quality of doctors training in the United States directly depends on the level of qualification of teachers at medical universities. During the research, the elements of general scientific (analysis, synthesis, generalization, systematization) and historical-pedagogical (logical-systemic) methods have been used. It has been established that professional training of a medical university teacher encompasses three stages: preprofessional, post-professional and advanced training as a part of continuous professional development. The main aspects of training at each stage have been analyzed. At the first stage, the main way of obtaining pedagogical training is implementation of incorporated interdisciplinary programs. Forms and methods of organization of postprofessional training of future medical teachers are diverse: specialists training on various doctoral programs, working as an assistant professor, certification programs of psychological and pedagogical training. Advanced training of medical school teachers takes place on various certification courses and programs. The analysis of these programs proves their following peculiarities: 1) focus on the development of leadership qualities of teachers; 2) emphasis on communicative skills of teachers and effective interpersonal interaction; 3) implementation of the newest methods of evaluation and feedback; 4) development of team work skills, in particular, in scientific work; 5) focus on the latest technical means of teaching, distance learning, and 6) the emphasis on continuous improvement of curricula and syllabi in order to identify inaccuracies and respond quickly to the challenges of time. The effectiveness of teachers' training at every stage is ensured by the early response to the educational system's challenges and the needs of time.
Опис
Ключові слова
викладач, медичний університет, професійна підготовка, допрофесійна підготовка викладача, післяпрофесійна підготовка викладача, підвищення кваліфікації, США, teacher, medical university, professional training, pre-professional teacher training, post-professional teacher training, advanced training, USA
Бібліографічний опис
Горпініч, Т. Підготовка викладачів до професійної діяльності в медичних університетах США [Текст] / Т. Горпініч // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 3 (87). – С. 143–154.