ASSESSMENT OF THE QUALITY OF EDUCATION OF LISTENERS WHEN DEVELOPING ADDITIONAL VOCATIONAL PROGRAMS
DOI: 10.23951/1609-624X-2020-6-126-133
Introduction. The results of the annual monitoring of the input and final diagnostics of the development of additional professional programs by students are presented. Aim and objectives. The goal is to determine the degree of formation of students’ professional competencies when mastering additional professional programs, as well as to determine the dynamics of changes in the subject position of students regarding their professional competence. Material and methods. The research material was the data obtained from the final diagnosis developed by the Institute of Continuing Professional Education. Identified difficulties in the training of students, as well as interesting dynamics in four sections of the questionnaire are presented: the position of students of the courses regarding their legal competence, psychological and pedagogical competence, professional skills, and the relevance of using the Institute’s information and methodological resources. Results and discussion. An analysis of the data of the conducted input and final diagnostics of the level of training of students in the development of additional professional programs for 2019 revealed the typical and remaining difficulties that students experience. Two categories took part in the survey: “Pedagogical workers” and “Leading workers”. Diagnostic data showed that most students feel the need to develop their professional competence. The need for the development of skills that allow you to build your own professional activities in accordance with the legislation in the field of education remains relevant in the work of both teachers and managers. An important issue is the use by students of psychological and pedagogical knowledge and skills in professional activities. Input diagnostic data show a fairly small percentage of students who use psychological and pedagogical knowledge and skills, as well as the use of a systematic and natural basis. Another problem remains the awareness of an insufficient level of knowledge of information and communication technologies. Despite the sufficient openness of the institute’s information resources and its presence on the official website, a fairly large percentage of students are not sufficiently familiar with project and information-methodological resources, including those presented on portals and sites located on the official website, since this is not in their circle duties, according to listeners. Conclusion. The remaining difficulties identified will allow us to adjust the work of carrying out operational adjustments to the content and forms of work of the teaching staff with students during the development of additional professional programs, as well as to determine approaches to making effective management decisions aimed at ensuring positive dynamics in the results of the development of additional professional programs by students.
Keywords: education quality assessment, education quality assessment system, internal education quality assessment system, input and final diagnostics, subjective position of students
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Issue: 6, 2020
Series of issue: Issue 6
Rubric: TRAINING AND ADVANCED DEVELOPMENT OF A TEACHER
Pages: 126 — 133
Downloads: 627