Does an Experience-Based and Practice-OrientedApproach in Coaching Education Influence Coaching Efficacy Positively?

Myhre, Kenneth; Moen, Frode

doi:10.18261/issn.1893-8981-2017-03-05

Cited by 4 publications

(2 citation statements)

References 39 publications

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“…He introduced integrated practical courses in training. Myhre and Moen (2017) conducted a study on the possibility of combining educational activities with practical training. The study analyzes whether the effectiveness of teaching differs among teachers with different types of formal education.…”

Section: Related Researchmentioning

confidence: 99%

Modern techniques in organizing the individual work of students-future teachers

Berikbol

Sabirova

Makarova

2022

WJET

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The ability to organize one's independent work is the key to successful professional activity in the future. The purpose of this study is to develop a system for organizing students' independent work, taking into account their individual characteristics and ensuring the required level of practical training. The research works in the context of the experience of students-future teachers of social sciences, humanities, and fine arts in the formation of their ethno-artistic culture. The main methods for achieving this goal were comparison, systematization of the obtained material, and applying critical thinking skills. An analysis of the experience of higher educational institutions in Europe and the United States was carried out; the essence, duration, and practical orientation of students' self-study were systematized. It has been determined that the organization of students' independent work can be divided into the following components: subject learning, practice-oriented learning, student research work. Keywords: Critical thinking; education reform; future teachers; humanities; independent learning

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Section: Related Researchmentioning

confidence: 99%

Modern techniques in organizing the individual work of students-future teachers

Berikbol

Sabirova

Makarova

2022

WJET

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“…The researchers point out that the concept of readiness was introduced at the beginning of the twenti-eth century in connection with the need to model the activity of a person in various spheres of life [16]. At the same time, readiness as a potential state of the specialist is considered both as a theoretical problem [17] and a practice-oriented approach [18].…”

Section: Literature Reviewmentioning

confidence: 99%

Determination of the Elements of Architecture Students' Readiness to Conduct Professional Activities

et al. 2021

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The relevance of the study is due to higher requirements for the professional training of engineering specialists and the need to determine the most significant aspects of their readiness to conduct professional activities. Focus on certain training aspects will make it possible to increase both the quality and the speed of specialist training, as well as contribute to their personal motivation and help them reveal their talents. The purpose of the study is to identify the elements of archi-tecture student readiness to conduct professional activities. The study took place at the Ural State University of Architecture and Art (Russia, Yekaterinburg); it involved 120 four- and five-year-students of the Faculty of Architecture, as well as 12 faculty teachers and 154 graduates of different graduation years who have from 5 to 20 years of professional experience. Based on the analysis of available research on professionalism and professional readiness, as well as a preliminary participant survey, a number of elements of students' readiness for professional activities have been identified. The concept of students' readiness to conduct pro-fessional activities has been clarified; it is described as complex integrative struc-ture, which simultaneously reflects the level of development of professionally important qualities and abilities of specialists, especially their attitude to profes-sion. The elements of students' readiness to conduct professional activities have been identified: motivational-axiological, informational-cognitive, activity-oriented, personality-reflexive. The survey participants described the elements that they believed would most contribute to professional readiness: motivational-axiological (22% of participants), informational-cognitive (18.8% of participants), personality-reflexive (16.7% of participants) and activity-oriented (13.4%). The study can be useful for vocational education teachers to help them identify the in-fluence of students' personal characteristics on the successful development of their readiness for professional activities.

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Identifying Teachers’ Level of Readiness to Support Students’ Self-Determination

Platonova¹

2021

PED

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Does an Experience-Based and Practice-OrientedApproach in Coaching Education Influence Coaching Efficacy Positively?

Cited by 4 publications

References 39 publications

Modern techniques in organizing the individual work of students-future teachers

Modern techniques in organizing the individual work of students-future teachers

Determination of the Elements of Architecture Students' Readiness to Conduct Professional Activities

Identifying Teachers’ Level of Readiness to Support Students’ Self-Determination

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