scholarly journals Formation of auto-competence of a preschool teacher in the process of professional development

2021 ◽  
Vol 113 ◽  
pp. 00056
Author(s):  
M.V. Korepanova ◽  
N.V. Savva ◽  
N.A. Gushchina
Keyword(s):  
Professional Development ◽  
Professional Competence ◽  
Practical Experience ◽  
Dynamic Adaptation ◽  
Preschool Teacher ◽  
Universal Characteristic ◽  
Step Model ◽  
Self Knowledge ◽  
Insufficient Knowledge

The article deals with the problem of forming the autocompetence of a preschool teacher as a universal characteristic as a part of the structure of professional competence. The article substantiates the idea of the role of auto competence in the dynamic adaptation of the teacher in modern educational realities. The formation of auto competence is presented in the form of a step-by-step model that reveals the logic of the process based on objectively existing contradictions between the understanding of the importance of increasing the level of awareness of the subject’s own personality, and insufficient knowledge of a specific set of means and conditions that motivate him to self-knowledge. The authors trace the features of the formation of auto-competence at each of the stages described in the study. The article summarizes the practical experience of implementing the program for the auto competence formation into the process of psychological and pedagogical support of teachers.

An Analysis of Professional Competence Indicator Possession among U.S. Accounting Faculty

2016 ◽  
Vol 32 (2) ◽  
pp. 17-38 ◽  
Author(s):  
Kenneth J. Smith ◽  
David J. Emerson
Keyword(s):  
Student Performance ◽  
Professional Competence ◽  
Academic Research ◽  
Practical Experience ◽  
Accounting Faculty ◽  
Accounting Practice ◽  
Cpa Exam ◽  
Primary Focus ◽  
New Generation

ABSTRACT Recently there has been much discourse regarding the existence, extent, causes, and consequences of a purported divide between accounting practice and academia. The crux of this issue relates to the charge that many new-generation faculty have a primary focus on academic research, but lack significant practical experience or certification, and the related claim that students may lack the requisite skills upon graduation. This study addresses these concerns by examining the incidence and trend in the possession of practice credentials, experience, and other activities among accounting faculty who graduated between 1994 and 2013. We evaluate how differences in institutional focus, possession of a practice credential, and proportion of credentialed faculty manifest in research propensities, current business experience, and student performance on the CPA exam. We identify a downward trend in practice credential possession that is more pronounced at research-oriented institutions. We further find significant differences in experience and publication activity across levels of both institutional focus and possession of a practice credential. We also find that students from research-oriented universities, schools with separate AACSB accounting accreditation, and those with a higher percentage credentialed faculty perform better on the CPA exam. Other results and the role of adjunct faculty in bridging this alleged divide are also examined.

scholarly journals IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2016 ◽  
pp. 143-152
Author(s):  
Olena Volyarska
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Development ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Innovation ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Full Time ◽  
Teachers Professional Development

Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.

scholarly journals Philosophy as a project: descriptors of self-knowledge

2019 ◽  
Vol 72 ◽  
pp. 04006
Author(s):  
Sergey Borisov
Keyword(s):  
Practical Experience ◽  
Educational Process ◽  
Self Awareness ◽  
Holistic View ◽  
Main Method ◽  
Basic Relationship ◽  
Self Knowledge ◽  
Philosophical Project ◽  
Relationship Of

Philosophy as a project is defined by us in practical terms, as a form of spiritual activity, spiritual practice aimed at posing, analyzing, and resolving various worldview issues related to the development of a holistic view of a person and his place in the world. The article presents the main characteristics of the philosophical project of self-knowledge, consisting in self-awareness in the present, in personal self-determination and self-transformation. These characteristics are also applicable to the educational process. The article summarizes the practical experience of building up the process of teaching philosophy based on scientific ignorance. The main factors of this process are personal interest, successful self-realization, the role of a mentor and a friendly environment. The main method is dialogue, clarifying the basic relationship of a person with being. In this context, philosophizing fulfills a therapeutic function, becoming a practice of “self-care”.

scholarly journals Personal and professional development of future officers of the penal system of the Russian Federation: from knowledge to competence

2021 ◽  
Vol 235 (12) ◽  
pp. 52-60
Author(s):  
LARISA V. KUKLINA ◽  
Keyword(s):  
Professional Development ◽  
Russian Federation ◽  
Professional Training ◽  
Professional Competence ◽  
Penal System ◽  
Pedagogical Competence ◽  
The Russian Federation ◽  
Independent Work ◽  
Positive Effect

The article examines the problem of professional development of future officers of the penal system of the Russian Federation. The subject of the article is the personal and professional competence of penal system officers. The purpose of the article is to describe the pedagogical problems of the formation of personal and professional competence of the staff of the penal system at the stage of professional training. The methodological basis of the study was the analysis of psychological and pedagogical literature on the topic of the work, questionnaires, and generalization of pedagogical experience. As a result of the work carried out, the concept of personal and professional competence was analyzed, the role of subjective activity in its formation was shown, the necessity of targeted formation of pedagogical competence in future staff of the penal system was substantiated; approaches to the integrated assessment of the personal and professional competence of students were formulated. The solution of the above pedagogical problems will have a positive effect on the formation of the personal and professional competence of students, which ensures the effective further service activities of the FPS staff. Conclusions are drawn about the need for changes in the pedagogical process of training future staff of the penal system of the Russian Federation in the following areas: updating of the training technologies, enhancing the personal resources of students, organizing a system of independent work. Key words: competence-based approach, personal and professional competence, professional competence, professional subjectivity of an FPS officer.

scholarly journals ŚWIADOMOŚĆ PODRĘCZNIKOWA NAUCZYCIELA. TEORETYCZNE RAMY OPISU

Neofilolog ◽  
2019 ◽  
pp. 183-203
Author(s):  
Ewa Andrzejewska
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Professional Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Critical Survey ◽  
Teaching Literature ◽  
Text Book

The following article aims to explain the concept of textbook awareness that in foreign language teaching literature is used to denote an element of teacher’s professional competence. The underpinnings of this concept are based on an analysis of its definition as postulated by Koenig (2010) and a critical survey of subject literature on the teacher-textbook relationship. This article shows how the concept of text-book awareness is justified and can be implemented. The significance of the role of textbook awareness in teacher’s didactic practice and professional development is highlighted.

scholarly journals Ways to form a teacher’s professionalism

2020 ◽  
Vol 87 ◽  
pp. 00107
Author(s):  
Irina Burlakova ◽  
Svetlana Bogatyreva ◽  
Oksana Pavlova
Keyword(s):  
Professional Development ◽  
Moral Responsibility ◽  
Teaching Methods ◽  
Public Speaking ◽  
Professional Competence ◽  
Professional Activity ◽  
Present Stage ◽  
Pedagogical Training ◽  
Great Sense

The role of the teacher at the present stage is transformed into a high mission of creating a professional personality, which is intended to instill in students readiness to acquire knowledge and improve professional skills throughout their lives. According to the authors, the goal of pedagogical education is continuous general and professional development of a university teacher to achieve high results in the practical professional activity. In general, the professional competence of a University teacher is a synthesis of professionalism (scientific, special, methodological, psychological and pedagogical training), creativity (creativity of relationships, the optimal use of tools, techniques, teaching methods) and art (acting and public speaking). And today it becomes obvious that it is impossible to “add up” a competent professional from a simple sum of knowledge, because in addition, a University teacher should have a great sense of moral responsibility when teaching the modern generation of students.

scholarly journals THE ART OF COMMUNICATION IS AN INTEGRAL PART OF PEDAGOGICAL SKILLS OF THE EDUCATOR

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Iryna Melnyk ◽  
◽  
Lyudmyla Zaremba ◽  
Keyword(s):  
Emotional State ◽  
Professional Competence ◽  
Negative Impact ◽  
Professional Activity ◽  
Preschool Teacher ◽  
Communicative Skills ◽  
Pedagogical Skills ◽  
The Right ◽  
Communicative Actions

The article focuses on the concepts of "pedagogical skills" and "communication". The components of pedagogical skill, such as humanistic orientation of activity, professional competence, professionalism, pedagogical abilities, pedagogical technique, communicativeness are singled out and characterized. The significance of pedagogical interaction as one of the special types of relations with another person in the professional activity of a preschool teacher is investigated. It is emphasized that pedagogical interaction includes the systematic constant implementation of communicative actions of the teacher, which aim to cause an appropriate reaction from the child. It is clarified the role of communication in the activities of a preschool teacher. Various styles of communication in relation to the manifestation of authoritarianism are characterized, namely: contempt for children; scandalous; inconsistent. There is an emphasis on the negative impact of these styles on the emotional state in the team. The content of communicative skills of a teacher is determined, which includes the ability to understand another person, self-expression, the ability to make contacts, to communicate. There are also a number of typical difficulties in identifying communication skills of the teacher, including the organization of contact with the group, choosing the right tone and style of relationships, the ability to communicate in different situations, mastery of speech, professional and lexical training, facial expressions, plastic expressiveness and attractiveness, observation and insight. It is emphasized that determining the level of communicative skills of a teacher is one of the indicators of his professional and pedagogical readiness. There is made the conclusion about the need to improve the art of communication of a preschool teacher as an integral and important component of the pedagogical skills. It is generalized that the main credo of the teacher in communication "I am with you", which corresponds to the conceptual principles of humanistic pedagogy.

Professional Consciousness as a Subjective Component of a Personal Professional Development

2021 ◽  
Vol 9 (5) ◽  
pp. 536-545
Author(s):  
Svitlana M. Avramchenko ◽  
◽  
Iryna V. Ievtushenko ◽  
Yevheniia M. Kaliuzhna ◽  
Viktoriia V. Levchenko ◽  
...  
Keyword(s):  
Professional Development ◽  
Career Guidance ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Single Process ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The study discusses the professional development of the individual, which is a multi-faceted process. The relevance of this work is defined by development trends that radically change the essence of professions on the labour market and require an understanding of the role of career guidance and professional self-determination as a single process throughout the entire working life of an individual. The study aims to investigate professional consciousness as a subjective component of professionalism and consider the algorithm for the development of professional self-consciousness in society. The study covers the main stages of professional development of the individual as a single process. The analysis of documents (monographs, websites, statistics, academic papers, and textbooks) was the objective method for the study. The study researched and systematised the leading approaches to discovering personal potential based on the collected material and identified all types of professional competence using the analysis method. As a result, the definition of factors of professionalism creates mental models of professional activity and the professional self-consciousness of the individual. The practical value of the study discussed and analysed the stages of development and establishment of a professional individual is implementing the results in the educational process and using the provided recommendations for creating a personal programme for mastering the course on the psychology of personality and professional development.

scholarly journals The role of motivation in the formation of professional competence in foreign students in the pre-university period

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Kositsyna Evgeniya ◽  
Anastasia Lakhaeva ◽  
Kotov Lev
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Foreign Students ◽  
Professional Competence ◽  
Foreign Student ◽  
Russian Language ◽  
Educational Activity ◽  
Educational Goals ◽  
The Russian Language

The article analyzes the role of motivation in the professional development of a person. The article proves that the formation of professional competence should begin in the period of training foreign students. The author studies the concept of professional competence and its components. The article explains the role and significance of motivational processes in the formation of professional competence. The key role in the formation of professional competence in the conditions of preparatory departments is played by Russian as a foreign language. Russian as a foreign language becomes a motivational regulator of educational activity. Knowledge of the Russian language helps a foreign student to consider educational goals as personally significant.

Sign in / Sign up

Export Citation Format

Share Document