Dual Educational System of Professional Training of Future Skilled Workers

Kalenskyi, Andrii; Герлянд, Тетяна; Kravets, Svitlana; Гоменюк, Дмитро; Nagayev, Viktor

doi:10.1007/978-3-031-32767-4_35

Cited by 2 publications

(2 citation statements)

References 13 publications

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“…It is also advisable to popularize a certain form of higher educa on (MAIER, 2022). Regular adjustment of educa onal programmes in accordance with the specifi c confi gura on of labour market requirements is also important (KALENSKYI et al, 2023). We support the opinion about the relevance of op mizing methodical aspects, in par cular, in rela on to the development of educa onal and professional training programmes (Sappa et al, 2018).…”

Section: Discussionsupporting

confidence: 63%

“…The main tasks of dual educa on are a harmonious combina on of theore cal and praccal aspects, overcoming barriers between produc on and professional educa on, considera on of market requirements when training specialists (KALENSKYI et al, 2023). The eff ec veness of dual educa on is determined by the coordina on of ac ons between instu ons, changes in educa onal programmes and organiza onal aspects of educa on.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

Bogush,

Naida,

Malinovska

et al. 2024

REDaPECI

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The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

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Section: Discussionsupporting

confidence: 63%

Section: Literature Reviewmentioning

confidence: 99%