Formation of Media Educational Skills of a Future Teacher in the Professional Training

Семеног, Олена Миколаївна; Semenichina, Olena; Олешко, Петро; Prima, Raisa; Varava, O. B.; Pykaliuk, Roman

doi:10.18662/rrem/12.3/319

Cited by 8 publications

(2 citation statements)

References 13 publications

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“…The study (Semenog et al, 2020) advocates for assessing media education skills through specially developed tasks. This study has an objective measure of information security skills, but at the same time, it offers a more sophisticated way to assess such skills.…”

Section: Discussionmentioning

confidence: 99%

Using Bloom’s Taxonomy to Assess Information Hygiene Skills

Rudenko,

Proshkin,

Naboka

et al. 2023

E-Learning &Amp; Artificial Intelligence

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The article raises the problem of assessing young people's information hygiene skills. The authors emphasize that despite the massive introduction of special courses on information hygiene, and the popularization of open educational resources on media literacy, Ukrainian society remains sensitive to informational influences, which is confirmed by hybrid military aggression. The authors consider a change in approaches to the evaluation of the results as one of the possible solutions to the situation. The article substantiates the appropriateness of using Bloom's taxonomy to assess the formation of youth information hygiene skills. The authors use theoretical (analysis of practices in the application of Bloom's taxonomy in the educational process, modelling of the evaluation process) and empirical (observation, expert evaluations, pedagogical experiment) research methods. A pedagogical experiment is described, the idea of which is to compare two methods of assessing the formation of information hygiene skills: an online test for checking the level of media literacy and a comprehensive test of information hygiene skills based on Bloom's taxonomy. The research model involved a double assessment of the formation of information hygiene skills in both ways. The first check took place after half of the course, and the second -at the end of the course. The evaluation results were compared. Based on the comparison of the results, the authors concluded that using Bloom's taxonomy for assessment provided advantages, as it allowed for the analysis of failure and ways to correct gaps in learning outcomes, while online tests gave higher skill assessments.

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Section: Discussionmentioning

confidence: 99%

Using Bloom’s Taxonomy to Assess Information Hygiene Skills

Rudenko,

Proshkin,

Naboka

et al. 2023

E-Learning &Amp; Artificial Intelligence

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“…Nurses ensure their professional mobility through a lifelong vocational training process that includes motivational, problem-seeking, adaptational and developmental, reflective, and correctional stages of learning. This training content orients individuals towards developing a personality that can engage in self-study, self-education, self-determination, self-development, and professional accomplishment (Gunawan et al, 2019;Semenog et al, 2020). A nurse integrates professional competency and mastery, performs medical procedures and manipulations proficiently, possesses communicative skills, exhibits personal qualities such as responsibility, empathy, reliability, and tolerance, and can concentrate and make competent decisions during emergency and uncertain clinical situations, all contributing to their professionalism (Zakusilova, 2016).…”

Section: Introductionmentioning

confidence: 99%

Acmeology-based development of nurses' professional skills in light of lifelong learning

Sharlovych,

Zakusilova,

Kupriianenko

et al. 2023

Cent Eur J Nurs Midw

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Aim: The study examines the impact of the acmeological approach to postgraduate education on developing the personal component of nursesʼ professional skills. Design: An experimental study. Methods: The study involved 72 nurses in postgraduate training (average age 36.3 years old) specializing in family nursing and nurse anesthetists in anesthesiology and intensive care units, with an average working experience of 14.3 years. The following methods were used: the morphological test of life values, the "Need for achievements" inventory, and the "Motivation of professional activity" test. A Studentʼs t-test was used to compare the indicators and assess the validity of the results. The data obtained from the written survey were calculated and entered into Excel spreadsheets for further processing. Results: The use of the acmeological approach in nursesʼ professional training in advanced training courses statistically significantly (p < 0.05) contributed to an increase in the importance of spiritual and moral values. The research results revealed the increasing importance of internal motives to nursesʼ professional activity and the positive dynamics of nurses' desire to perform Conclusion: The acmeological approach to developing professional skills in continuing education contributed to the reinforcement of important personal qualities in nurses.

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Implementation of Information and Communication Technologies in the Process of Future Psychologists' Training in Consideration of Their Learning Motivation

Tetiana¹,

Vsevolod²

2022

IJIET

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This article covers the topicality of the implementation of information and communication technologies in the process of future psychologists' professional training. We have studied students’ attitude toward the implementation of educational new forms and established the type of students' learning motivation. The results of the empirical research have indicated that students consider it appropriate to implement online forms of learning in the educational process. We have found out that part-time students receiving the second education are more focused on mastering professional knowledge and skills, and there are students who are focused only on obtaining the higher education diploma among full-time students. We have identified five groups of obstacles that arise during the implementation of online learning forms in the educational process of students-psychologists and three groups of development resources that are necessary for the effective implementation of the educational process in the online format. Thus, we see the prospects for further research in the study of the level of digital competence development among the University teachers of psychological courses in higher education and their attitude toward the implementation of information and communication technologies in the educational process of future psychologists.

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Formation of Media Educational Skills of a Future Teacher in the Professional Training

Cited by 8 publications

References 13 publications

Using Bloom’s Taxonomy to Assess Information Hygiene Skills

Using Bloom’s Taxonomy to Assess Information Hygiene Skills

Acmeology-based development of nurses' professional skills in light of lifelong learning

Implementation of Information and Communication Technologies in the Process of Future Psychologists' Training in Consideration of Their Learning Motivation

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