Professional development of teachers of higher education institutions in the field of "Transport Logistics" and "Occupational Safety"
DOI:
https://doi.org/10.34142/2709-7986.2026.31.1.07Keywords:
higher education institution, occupational safety, professional development, professional education, teacher, transport logisticsAbstract
Purpose. The article is devoted to the problem of professional development of teachers in higher professional education institutions in the fields of "Transport logistics" and "Occupational safety". The relevance and necessity of developing professional competence among teachers, focused on specific requirements and challenges, is substantiated.
Methodology. In the process of research, general scientific and pedagogical research methods were used: theoretical analysis (comparative, systemic, analytical-synthetic, inductive, deductive) to substantiate the above-mentioned problem. The basis for the implementation of the research goal is the use of such research methods as analysis (the main opportunities for professional development of teachers of labour protection and transport logistics in higher vocational education institutions are analyzed), the comparison method (ways of achieving professional development of teachers of the specified specialities in Ukraine and abroad, in particular in the European Union (EU)), generalization (it is determined how to overcome the shortcomings of advanced training for teachers of the two specialities in higher vocational education institutions).
Results. The ways of achieving professional development of teachers in the fields of "Transport logistics" and "Occupational safety" in Ukraine and abroad, in particular in the countries of the European Union, are substantiated. The main shortcomings of the advanced training system of teachers of the specified specialities in Ukraine are identified and proposals are made to overcome them. The results obtained can be used to form the professional development of teachers in the specialities of "Transport logistics" and "Occupational safety" in higher educational institutions.
Conclusions. As a result of this study, the main differences and common features between the two specialities. The main focus, format of the platforms and features of their study for teachers are determined. Recommendations are made on the choice of advanced training courses for the specified specialities. Different internship models are determined with consideration of the main characteristics that are relevant for each speciality taking into account their features. It is analyzed how the professional development of higher education teachers in the field of "transport logistics" and "occupational safety" is carried out, what are the features of the professional development of teachers in thesespecialitiesin Ukraine and abroad, in particular in the countries of the European Union. Interdisciplinary connections and techniques in teaching disciplines in thespecialitiesof "Transport logistics" and "Occupational safety" are substantiated, which will increase the effectiveness of their teaching.
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