scholarly journals In-service supervision of a beginning teacher as a condition for the continuity of professional development

2021 ◽  
Vol 113 ◽  
pp. 00044
Author(s):  
E.Yu. Ilaltdinova ◽  
S.V. Frolova ◽  
T.N. Sergeeva
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Beginning Teacher ◽  
Educational Environment ◽  
University Staff ◽  
Young Specialist ◽  
Complex Process ◽  
Professional Environment ◽  
Young Teacher ◽  
Personal Qualities

The article is devoted to the problem of organizing in-service supervision of a beginning teacher in educational environment. The conceptual and practical ways of designing the model of in-service supervision of a young teacher are analyzed in the article. In-service supervision is defined as a purposeful complex process involving the cooperation of teachers-mentors with a young specialist in order to ensure successful entry into the profession, effective teaching, adaptation to the professional environment and overcoming crises and barriers arising in the process of teaching. The model of in-service supervision is based on a convention generation approach. A set of complementary principles of organizing in-service supervision is described. The model of in-service supervision is founded on the institution of double mentoring: a mentor from teachers’ education university staff and a mentor from school supervise a beginning teacher. The in-service supervision is based on mentoring technology. The authors describe the developed website for online in-service supervision, allowing timely, prompt interaction with a young teacher. The article analyzes the system of criteria for choosing a mentor as well as the system of professional and personal qualities of a mentor.

Development of a Model For the Formation of a Personal Brand of a Student / Young Specialist in the Field of Personnel Management

2021 ◽  
pp. 64-69
Author(s):  
Elena Mitrofanova ◽  
A. Semenova ◽  
Yu. Savina ◽  
E. Orehova ◽  
K. Bodunova ◽  
...  
Keyword(s):  
Professional Development ◽  
Labor Market ◽  
Personnel Management ◽  
Development Strategy ◽  
Young Specialist ◽  
Know How ◽  
Personal Brand ◽  
Professional Environment ◽  
Professional Self ◽  
The University

The article presents the results of research and development of a model for the formation and development of a personal HR brand - an interactive navigator that helps a student and a young specialist in the field of personnel management to correctly build a professional development strategy and increase their value in the labor market. The choice of this topic is primarily due to the urgency of the problem of employment: it is difficult for modern students and young specialists to fully reveal and use their potential, since, firstly, they are not known in the professional environment and, secondly, they do not know how to position themselves on the labor market as professionals. Thus, they are required to take targeted active actions in professional self-realization, one of the main tools for the implementation of which is a personal brand. Thus, the aim of the study is to increase the value and recognition of students in the labor market and in the professional environment and their employment in their specialty after graduating from the university based on the use of the model for the formation and development of a personal HR brand.

scholarly journals The main conditions for the development of the teacher’s professionalism in modern conditions

2021 ◽  
Vol 273 ◽  
pp. 12131
Author(s):  
Igor Gaidamashko ◽  
Igor Babichev ◽  
Olga Zhikhareva
Keyword(s):  
Professional Development ◽  
Positive Impact ◽  
Continuous Process ◽  
Young Athlete ◽  
Psychological Climate ◽  
Psychological State ◽  
Education Development ◽  
Professional Environment ◽  
Personal Qualities ◽  
The Individual

The article studies the development of the professionalism of a coach in children and youth sports. The main content is devoted to the definition of the main conditions for the professional development of a sports coach. Among these conditions: certain personal qualities of the coach, a constructive professional environment, a continuous process of professional development in the framework of special courses, seminars, master classes, etc. A sufficient level of the coach personal qualities development, namely: motivational and value qualities, creativity, reflection, empathy and strong-willed qualities of the individual. An important component of the children coach professional environment is an interaction with the parents of a young athlete in issues related to the system of training, education, development of personal qualities, the formation of constructive attitudes and psychological state. A positive impact on the process of professionalization of a coach, includes a positive psychological climate, an established exchange of experience in the team, an opportunity to receive methodological assistance from highly qualified specialists.

EarthLabs: Supporting Teacher Professional Development to Facilitate Effective Teaching of Climate Science

2014 ◽  
Vol 62 (3) ◽  
pp. 330-342 ◽  
Author(s):  
Katherine K. Ellins ◽  
Tamara Shapiro Ledley ◽  
Nick Haddad ◽  
Karen McNeal ◽  
Anne Gold ◽  
...  
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Teacher Professional Development ◽  
Climate Science ◽  
Teacher Professional

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

scholarly journals Environmental influences and individual characteristics that affect learner-centered teaching practices

2020 ◽  
Author(s):  
Nathan Emery ◽  
Jessica Middlemis Maher ◽  
Diane Ebert-May
Keyword(s):  
Professional Development ◽  
Effective Teaching ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Environmental Influences ◽  
Individual Characteristics ◽  
Faculty Teaching ◽  
Learner Centered ◽  
Educational Environments ◽  
Departmental Climate

AbstractResearch-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit or be constrained by different factors related to individual instructors and the teaching environment. However, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to describe the relative importance of environmental influences and individual characteristics on learner- centered teaching practices across institutions. We also assessed departmental climate for 35 US higher education institutions. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that professional development may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices across institutional environments.

Influence of organizational and pedagogical conditions of corporate training on improving effectiveness of pedagogical activity of college teachers in inclusive education

2020 ◽  
pp. 69-73
Author(s):  
F.A. Chotchaevа ◽  
◽  
M.Yu. Abazova ◽  
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Corporate Training ◽  
Educational Environment ◽  
College Teachers ◽  
New Form

Analyzed is the essence of corporate training as a new form of professional development. Described are requirements for implementation of organizational and pedagogical conditions of corporate training, that contribute to formation of relevant competencies among employees of institution of actual competencies, aimed at increasing of value teachers for work under conditions of inclusive educational environment.

Development of a Technology Plan

2012 ◽  
pp. 88-101
Author(s):  
Melinda Bynog
Keyword(s):  
Professional Development ◽  
Support Staff ◽  
Technology Support ◽  
Technology Standards ◽  
Basic Tool ◽  
Technology Plan ◽  
Complex Process ◽  
Curriculum Instruction ◽  
Development Plans ◽  
Successful Technology

The composition of a technology plan is a complex process composed of many parts. The integration of curriculum instruction, levels of technology across the curriculum, the establishment of technology standards, and strategies for the development of equity along with administration and support staff are just a few of the components that assist in the creation of a successful technology plan. A technology plan encompasses other plans, which provides the necessary support for the technology plan’s development. For example, there are professional development plans and technology support plans that have completely different goals. This chapter focuses on components, strategies, and information that comprise the foundation of a technology plan. The technology plan is a basic tool that can be modified to suit the situation, and used to outline and identify the basic needs for the development of a technology plan.

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