scholarly journals ETHICAL PRINCIPLES OF DEVELOPMENT OF MODERN COLLEGE ORGANIZATIONAL CULTURE

2021 ◽  
pp. 90-99
Author(s):  
H. Tovkanets ◽  
A. Marhitych
Keyword(s):  
Organizational Culture ◽  
Professional Training ◽  
Development Program ◽  
Teaching Profession ◽  
Ethical Principles ◽  
Information Support ◽  
Ethical Standards ◽  
Social Significance ◽  
Educational Organization ◽  
Moral Principles

The article considers the features of ethics and ethical relations in the development of the organizational culture of the college. It is emphasized that adherence to organizational culture, which is the moral and ethical side of the activity, the ability to achieve goals without violating the norms of morality is a characteristic feature of a successful educational organization. The conditions for the development of the organizational culture of the college are determined, in particular, the development of ethical norms in the system of organizational culture and taking into account the peculiarities of the adoption of ethical standards, are the inclusion of ethical standards in the strategy of the educational organization, documentation support of normative sources and information support of the ethical and moral principles of the college. An indicative college development program is considered in terms of establishing ethical standards, aimed at meeting the needs of the individual in intellectual, cultural, and moral development, compliance with the requirements of the teacher's job description, strengthening the social significance of the teaching profession, educating a person with a humanistic outlook and high moral qualities. It is substantiated the ethical code as a document of a social contract within an educational organization, which can perform three main functions: reputational; management; developing, and also serve as a certain guarantee of fairness in interpersonal business relations. It is noted that the organization's code has an «instrumental» status, is a moral and practical means, presents and approves the moral vector and meaning of organizational culture, the means of implementing and realizing the «general spirit» and mission of the organization. It is concluded that in a college environment, the ethical principles of organizational culture contribute to the successful professional training of students, the formation of awareness of their civic position, the mastery of certain knowledge, the ability to acquire it, the ability to be honest, decent, loyal, reliable member of society; and also find your place in it, to work successfully and professionally, to benefit people and society as a whole.

Preamble, Purpose, and Ethical Principles Sections of the NASW Code of Ethics: A Preliminary Analysis

2008 ◽  
Vol 89 (4) ◽  
pp. 578-586 ◽  
Author(s):  
Ray Woodcock
Keyword(s):  
Social Workers ◽  
Preliminary Analysis ◽  
Ethical Issues ◽  
Mission Statement ◽  
Code Of Ethics ◽  
National Association ◽  
Ethical Principles ◽  
Ethical Standards ◽  
Fourth Section

The first three, brief sections of the Code of Ethics of the National Association of Social Workers (1999) display striking inconsistency of content and uncertainty of purpose. The decision to incorporate those sections into a single code document along with the lengthy fourth section (Ethical Standards) appears to have contributed to their imperfection. The mission statement and the ethical principles, in particular, may develop better if they are divided into separate documents, each with its own distinct purpose. Such a development might help reduce the extent to which social workers must rely upon individualistic rather than shared wisdom in responding to common ethical issues.

scholarly journals Development of social activity of a student mastering the teaching profession

2021 ◽  
Vol 49 (1) ◽  
pp. 113-126
Author(s):  
Vladimir N. Mezinov ◽  
◽  
Marina A. Zakharova ◽  
Irina A. Karpacheva ◽  
◽  
...  
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Social Activity ◽  
Teaching Profession ◽  
Future Teacher ◽  
State University ◽  
Training And Education ◽  
Expert Assessments ◽  
The University ◽  
Charitable Activities

The problem of the development of social activity of the future teacher is actualized by the fact that for society, the creative activity of a teacher is the most important resource that ensures socially significant changes in society, and for the student himself, the manifestation of his social activity is the opportunity to manifest himself as a subject capable of navigating a complex socio-cultural space, in a political, scientific, sports, social, charitable activities. The assessment of the manifestations of students' social activity was carried out on the basis of a survey, expert assessments and observation. The sample consisted of 200 respondents: 48 males and 152 females aged 18 to 22, the 2nd year students in pedagogical programs at Yelets State University named after I.A. Bunin. It was revealed that all respondents note the importance and activity-based nature of social activity and consciously engage in various types of activities, while social and charitable (82%) and sports and health (64%) are priorities for them. Only 2% of respondents consider social activities useless and unpopular. The leading motives of students' participation in public life were determined: awareness of their pertinence (72%), satisfaction with the benefits brought (66%), additional opportunity for professional growth (55%), meeting interesting people (54%). Methodological recommendations for the development of social activity of students in the university are proposed, aimed at creating and implementing organizational and pedagogical conditions that determine the environment for the development of social activity of future teachers. The research is of practical value for specialists who develop content, technologies, management of professional training and education of a future teacher.

scholarly journals Effect of the scientific and educational space transformation on the system of interacting research libraries in the region

2021 ◽  
Vol 10 (4) ◽  
pp. 4223-4234
Author(s):  
N. I. Podkorytova ◽  
I. G. Lakizo ◽  
E. B. Artemyeva
Keyword(s):  
Professional Training ◽  
Federal District ◽  
Information Support ◽  
Research Institutions ◽  
Scientific Center ◽  
Leading Role ◽  
Novosibirsk Region ◽  
Space Transformation ◽  
The Status ◽  
Scientific Libraries

Novosibirsk Region plays the leading role in the structure of the scientific-educational complex of the Siberian Federal District. There are higher educational institutions, hat provide professional training, re-training and advanced training of specialists, as well as scientific-research institutions of the Novosibirsk scientific center of the Siberian Branch of the Russian academy of sciences and institutions of other departments. The scientific and educational space of the region is in constant dynamics. The article objective is to characterize factors effecting the scientific and educational complex development in the region including scientific libraries as a part of its structure, and determine the trends of their further development. The dialectic approach, permitting to view library-information and educational spheres of the large scientific library activity in their unity and inter-conditionality, is the common methodological basis for the research undertaken. The authors identify features of the modern scientific and educational space in Novosibirsk region, its characteristics effect on scientific libraries development, and a number of trends of changing research and student contingents affecting the library and information services of these reading cohorts based on the analysis results of statistical data of regional and federal significance and publications. The integration process of leading universities and research institutions in the region contributes to the development of corporate relations of libraries with different statuses to converge the information support of industrial and disciplinary discourse in the educational and research environment. The authors highlight some trends that promote the changing role of libraries in the scientific and educational space: the mediation function priority between the ever-expanding information space and the society needs, deepening the differentiation of library technologies depending on the status and objectives of scientific libraries; they suggest measures to strengthen regional interlibrary cooperation.

Pedagogical support of future teacher for academic mobility at the university

2021 ◽  
Vol 46 (1) ◽  
pp. 5-13
Author(s):  
Zh.E. Abdykhalykova ◽  
◽  
Zh.D. Abdullaeva ◽  
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Student Mobility ◽  
Teaching Profession ◽  
Educational Process ◽  
Future Teacher ◽  
Future Teachers ◽  
Academic Mobility ◽  
Orientation Course ◽  
The University

Professional training of future teachers in the twenty-first century is impossible without taking into account its global context. For professional success in a rapidly changing world, new personality traits are required: mobility, flexibility, adaptability, tolerance. In this regard, the internationalization of pedagogical education and the teaching profession is becoming a global trend today.The purpose of this article is to analyze the current situation of academic mobility in the Republic of Kazakhstan, identify barriers that hinder the development of academic mobility of students, experimentally test the effectiveness of the orientation course on academic mobility for students. In order to provide pedagogical support and develop motivation for academic mobility of students at the L.N. Gumilyov Eurasian National University, we have developed and implemented an orientation course for 2nd year undergraduate students «Student Mobility: Opportunities and Prospects» in the first semester of 2020, which prepared and acquainted future teachers with the possibilities of international academic mobility programs and the features of credit technology of education. According to the results of the introductory course of the second year bachelor’s degree, changes were noted in the motivational component of readiness for academic mobility of students in the experimental group. In conclusion, we noted that to provide pedagogical support of future teacher for academic mobility at the university , it is necessary to use various kinds of programmes in the educational process in order to increase readiness of students for academic mobility. It is also necessary to carry out systematic pedagogical support of students for academic mobility, to involve tutors, advisers, teachers, coordinators of the international department to eliminate linguistic, organizational, informational, resource, normative, meaningful barriers to academic mobility of future teachers.

scholarly journals The Ultimate Impacts for Thai Teachers: Teachers Development System in Learning Management

2015 ◽  
Vol 8 (12) ◽  
pp. 193
Author(s):  
Thikamporn Boonmak ◽  
Kowat Tesaputa ◽  
Amparn Duangpaeng
Keyword(s):  
Teacher Development ◽  
Professional Training ◽  
System Development ◽  
School Administrators ◽  
Evaluation Research ◽  
Development Program ◽  
Structure Interview ◽  
Data Survey ◽  
Learning Management ◽  
Competency Evaluation

<p class="apa">This research was aimed to 1) study current conditions, problems, and needs of teachers for development and learning management in the extended educational opportunities schools (EEOSs: schools where they extended fundamental education from primary level of six years to lower secondary level of nine years), in Thailand, 2) develop the system of teacher development for the learning management, 3) implement and extend the results of study to other EEOSs. Research methodology was based on research and development approach which divided into three stages as follows: Stage 1) Preliminary study on current conditions, problems, and needs from related literature. The synthesis of related ideas and theories were then validated by the survey on the subjects representing school administrators and academic affairs teachers. Statistics used were percentage, means, and standard deviation. Stage 2) System development for the learning management was validated by nine educational experts. The validity of the system was based on feasibility and content appropriateness. Stage 3) Implementation of the system. The school performed teacher development program according to the procedures described in the manual. There were five research tools used which included: data survey, semi-structure interview, knowledge evaluation, learning management competency evaluation, and satisfaction evaluation. Research finding reported that the teachers needed professional development on professional training, study visit, and internal supervision. The system of teacher development has four main factors: input, process, output, and feedback. Overall, the system was the standard baseline for effective training in the EEOSs and possible to implement in other schools for learning management and student effectiveness.</p>

scholarly journals EDUCATIONAL AND PROFESSIONAL MOTIVES AND DYNAMICS OF THEIR FORMATION IN THE PROCESS OF TRAINING LOGOPAEDICAL STUDENTS

2021 ◽  
pp. 21-32
Author(s):  
Татьяна Анатольевна Бочкарева ◽  
Владимир Петрович Крючков ◽  
Танзиля Фаатовна Рудзинская
Keyword(s):  
Speech Therapy ◽  
Peripheral Zone ◽  
Basic Structure ◽  
Teaching Profession ◽  
Educational Process ◽  
Necessary Condition ◽  
Full Time ◽  
Social Significance ◽  
Time Work ◽  
Part Time

Исследование мотивов выбора педагогической профессии, базовой структуры мотивационной сферы, формирование реалистического представления о будущей профессии студентов логопедического профиля являются необходимым условием подготовки специалистов нового времени. На основе анализа мотивов студентов первых-четвертых курсов очной и заочной форм обучения были выделены «ядерные» мотивы: моральные (помощь детям); мотивы профессионально-педагогической направленности (любовь к детям, желание работать с детьми); социальные (востребованность на рынке труда); познавательные (самореализация и самосовершенствование); материальные (возможность частной практики и подработки) и утилитарные (короткий рабочий день, длинный отпуск). В зоне ближайшей периферии значимыми мотивами для обеих групп оказались социальные (социальная значимость) и творческие (творчество и многогранность профессии). Утилитарные мотивы в периферической зоне (отдельный кабинет, ценность опыта в интересах семьи), материальные (высокая зарплата), престижные (карьерный рост) мотивы более выражены у студентов заочной формы обучения. Выявленная динамика формирования мотивационных процессов свидетельствует о возрастании роли от младших курсов к старшим профессионально-педагогических, моральных, материальных, социальных и познавательных мотивов. Проанализированы мотивы выбора профессии «логопед» и динамика формирования мотивационных процессов с позиций психолого-педагогического подхода. Определены параметры анализа. Выделены мотивационные критерии, проведено их шкалирование и ранжирование с использованием теории функционально-семантических полей. Смоделированы и проанализированы ядерные и периферийные компоненты мотивационного поля. Определены основные направления в динамике формирования учебно-профессиональной мотивации. Выделены факторы, влияющие на динамику формирования мотивов выбора профессии: осознанность выбора профессии, погруженность в учебный процесс, возраст, форма обучения. The study of the motives for choosing a teaching profession, the basic structure of the motivational sphere, including speech therapy students, the formation of a realistic idea of the future profession are a necessary condition for training specialists of the new era. Based on the analysis of students’ of full-time and part-time forms of study, from the 1st to the 4th years, motives, the authors identify «core» motives: moral (helping children); motives of a professional and pedagogical orientation (love for children); social (being in demand in the labor market), cognitive (self-realization and self-improvement), material (the possibility of private practice and part-time work) and utilitarian (short working day, long vacation). In the zone of the immediate periphery, social (social significance) and creative (creativity and versatility of the profession) motives turned out to be significant for both groups. Utilitarian motives in the peripheral zone (a separate office, the value of experience in the interests of the family), financial, prestigious (career growth) motives are more represented among students of part-time form of study. The authors analyzed the motives for choosing the profession «speech therapist» and the dynamics of formation of motivational processes from the standpoint of the psychological and pedagogical approach. Researchers have identified motivational criteria, scaling and ranking them using the theory of functional-semantic fields. The researchers identified the factors influencing the dynamics of formation of the motives for choosing a profession: awareness of the choice of a profession, immersion in the educational process, age, form of education.

scholarly journals A model for the development of future teachers’ pedagogical skills in the process of professional training

2021 ◽  
pp. 64-71
Author(s):  
Olena Matviienko ◽  
Liudmyla Stepanenko ◽  
Zoryana Vysochan ◽  
Lesja Vysochan ◽  
Hanna Chorna ◽  
...  
Keyword(s):  
Professional Training ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Physical Culture ◽  
Social Significance ◽  
Social Functions ◽  
Pedagogical Training ◽  
Pedagogical Skills ◽  
Level Of Training ◽  
Main Components

The modeling of the purpose of education and upbringing of a future physical culture teacher is reflected in the qualification characteristic that determines the requirements for the level of training of a specialist. They are determined by the nature of professional and social functions and tasks that graduates of higher educational institutions must solve. In the process of learning, it is necessary to strive for the pedagogical activity to acquire social significance in the student’s mind and become a personal value for him. The improvement of vocational pedagogical training of future physical culture teachers provides purposeful and systematic work on the formation of properties and qualities of the personality, knowledge, abilities, skills corresponding to the nature of requirements to the pedagogical activity. The study of achievements in the pedagogical theory and practice made it possible to develop a model for the development of pedagogical skills of future physical culture teachers in vocational training. The model provides for the formation of the pedagogical skills development of future physical culture teachers in three consecutive stages: motivational, activity, and reflexive. The developed model contains the following main components: purpose, methodological approaches, principles, content, forms, methods, educational technologies, pedagogical conditions of formation, criteria, indicators, levels, and diagnostics of future physical culture teachers.

scholarly journals EFEKTIVITAS PELATIHAN PENGEMBANGAN KEPROFESIAN BERKELANJUTAN DALAM PENINGKATAN KOMPETENSI GURU DI INDONESIA TAHUN 2016

2019 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Ahmad Tamzil Makrifat ◽  
Ahmad Rivai Febriantono ◽  
Tiara Tsani
Keyword(s):  
Development Program ◽  
Jel Classification ◽  
Teaching Profession ◽  
Individual Characteristics ◽  
T Test ◽  
Paired Sample ◽  
Grade Levels ◽  
Result Show ◽  
Education Levels ◽  
Effectiveness Of Training

Abstract Continuous Professional Development Program has been designed to improve teacher competencies in Indonesia. In the 2016, 427.189 teachers from all grade levels had received specific training based on their competency test result in 2015. The purpose of this study is to analysis the effectiveness of training and identify any factors that might influence the effectiveness of training in improving teacher’s competencies. Paired Sample T-test (one-tail) was used to analyze the effectiveness of training. The result show that there is a significant improvement of teacher’s competencies post training (p<0,01). The regression analysis result show that variables like individual characteristics, status of the teaching profession, employment status, education levels, modes of training, and domicile influence on effectiveness of training. Keywords: Improving The Competence of Teachers, Effectiveness of Training JEL Classification: I28 Education: Government Policy   Abstrak   Program Pengembangan Keprofesian Berkelanjutan (PKB) didesain untuk meningkatkan kompetensi guru di Indonesia. Tahun 2016, sebanyak 427.189 guru dari berbagai jenjang pendidikan memperoleh pelatihan sesuai dengan hasil Uji Kompetensi Guru (UKG) yang didapat ditahun 2015. Tujuan dari penelitian ini adalah untuk mengetahui apakah pelatihan dari program PKB ini efektif meningkatkan kompetensi guru dan faktor-faktor apa yang berpengaruh terhadap peningkatan kompetensi guru tersebut. Analisis efektivitas pelatihan menggunakan alat uji Paired Sample T-test (one-tail). Hasilnya, nilai kompetensi guru mengalami peningkatan yang signifikan setelah mereka mengikuti pelatihan pada program PKB (p<0,01). Berdasarkan hasil regresi, efektivitas pelatihan tersebut turut dipengaruhi oleh karakteristik individu, status keprofesian, status kepegawaian, pendidikan terakhir, moda pelatihan, dan domisili. Kata Kunci: peningkatan kompetensi guru, efektivitas pelatihan

scholarly journals Professional training intended for the future bachelors of Natural Sciences: regarding the issue of structure and component composition of the subject competence in Biology

2020 ◽  
Vol 2020 (3 (132)) ◽  
pp. 198-210
Author(s):  
Nadiia Gramatik
Keyword(s):  
Science Teachers ◽  
Spiritual Development ◽  
Professional Training ◽  
Radical Change ◽  
Professional Activity ◽  
Social Significance ◽  
Future Teachers ◽  
The Future ◽  
The Subject

The success of modern transformational changes in public life depends crucially on the quality of professional training of future professionals. In this view, under conditions of reforming the Ukrainian society, a social significance of a competent specialist is extremely growing. An important area of transformational changes is the training of future teachers on a competence basis, which is conditioned by qualitative features of the competence-based paradigm in the context of modern socio-economic and spiritual development of society, changes in the nature and content of work, complexity as well as increasing requirements to performance results, on the one hand; and on the other hand – by the need to more quickly overcome the negative phenomena occurring in the system of training future professionals. The modern labour market, above all, provides for the presence of a professionally competent worker who is fluent in the profession-centred assignments and well-oriented in related fields, ready for continuous personal growth, social and professional mobility. These requirements can be fully applied to the training intended for the future teachers. At the same time, since the future specialist of any profession begins with the school, namely "the school stands for their teacher", the solution of these complicated problems depends entirely on the teacher, the quality of his / her training. As the teacher’s professional activity under conditions of the New Ukrainian school is filled with qualitatively new content, conditioned by the new demands of the society, the professional requirements to the training of the future teacher are significantly strengthened. This outlines a radical change in approaches to the process of professional training intended for future teachers. This is the general pedagogical core of this training that is important, because it deals with the equipping of students with knowledge of the basics of pedagogical theory and school practice, the development of professional thinking, the developed pedagogical skills and abilities to implement social functions alongside the subject component of the professional development aimed at mastering the logic of deploying the specifics of the content. Based on the understanding that each subject, including Biology in particular, is a means of developing the student's personality; the problem of forming future Natural Science teachers’ subject competence in Biology is becoming extremely important. This also requires the expansion of scientific knowledge about the structure of originality, in particular the subject competence in Biology under conditions of the bachelor courses, where basic higher education is obtained.

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