1. BASIC POINTS OF DEPARTURE FOR ELABORATION OF QUALIFIACATION CHARACTERISTICS OF MEDICAL HIGHER EDUCATION TEACHERS Prof. S.I.Zmeyov Strasbourg, Bohum, 2010 © S.I.Zmeyov

2. BASIC POINTS OF DEPARTURE  Framework of essential actions and functions of higher education teacher;  Specific patterns of teaching in higher education establishment.

3. Model of teacher’s activities System of actions and functions realized by teacher at everyone stage of learning process: diagnostics of learners, planning, creation of conditions, realization, evaluation and correction of learning.

4. Determining factors of teacher’s activities 1. Social psychological peculiarities of age- groups of learners:  Non-adults;  Adults;  Elderly people. Students’ age represents period of transition from non-adulthood to adulthood. Students’ age represents period of transition from non-adulthood to adulthood.

5. Sciences of education corresponding to life-span periods

6. Pedagogical model of learning Pedagogical model of learning – a mode of organization of activities of learner and teacher, where a) Teacher plays the dominant role and determines all the parameters of learning process;

7. b) Learner, by objective reasons, has dependent position and can not really participate in organization of learning process. His/her principal role – perception of social experience translated by teacher. Pedagogical model of learning

8. Andragogical model of learning Andragogical model of learning - a mode of organization of activities of learner and teacher, where a) Learner, by objective reasons, plays the leading role in organization of his/her learning and, jointly with teacher determines all the parameters of learning process;

9. b) Teacher plays essentially roles of expert in technology of learning, counselor offering to learner aid in organization of learning process. Andragogical model of learning

10. 2. Principal objective of learning in modern establishment of higher education is satisfying individualized educational needs of concrete learners of different ages. Determining factors of teacher’s activities

11. 3. Specific conditions of learning in different departments and programs of higher education: face-to-face education, distance education, week-end courses, recurrent education etc. Determining factors of teacher’s activities

12. MODERN HIGHER EDUCATION TEACHER must be able to organize the learning process of learners of diverse age and with different social and psychological peculiarities.

13. Actions of teacher-pedagogue  Observation, testing, questioning, conversation.  Elaboration of plans of learning and instruction.  Creation of favorable physical and psychological conditions of learning, providing teaching aid materials

14.  Diagnostic questioning, monitoring of learning process, use of contents, sources, means, forms of learning according to program of learning.  Realization of planned activities of instruction. Actions of teacher-pedagogue

15.  Realization of planned activities of control of achievements of learners.  Introduction of necessary changes in contents, forms, methods, means of learning and control. Actions of teacher-pedagogue

16. Functions of teacher-pedagogue   Source of knowledge, abilities, skills, personal qualities and values previewed in plans of teaching and instruction activities.   Organizer of learning process (learning, instruction and outdoors activities).   Executor of learning and instruction program.   Creator of necessary comfortable conditions of learning.

17.  Diagnostic testing, questioning, conversation, observation.  Joint creation of individual program (curriculum, contract) of learning.  Realization of actions creating favorable physical, educational, psychological conditions of learning. Actions of teacher-andragogue

18.  Diagnostic questioning, observation.  Use of contents, sources, means, forms and methods of learning adequate to formulated objectives of learning and taking account of social, psychological and professional peculiarities of concrete learners. Actions of teacher-andragogue

19.  Use of different criteria, methods, procedures of evaluation of achievements of learners and of organization of learning process, and also of activities both of learners and teachers.  Introductions of necessary changes in those components of learning process which were considered as not effective enough. Actions of teacher-andragogue

20.  Expert in technology of adult education.  Organizer of joint activities with learners.  Counselor, tutor, animator of adult learners.  Coauthor of individual program (curriculum, contract) of learning.  Creator of necessary comfortable conditions of learning.  Source of knowledge, abilities, skills, personal qualities and values Functions of teacher- andragogue

21. , must possess an adequate competence, i.e. system of knowledge, abilities, skills, personal qualities and values which are necessary for effective realizing of actions and functions mentioned above. MODERN HIGHER EDUCATION TEACHER