Perceptions of Self-Development throughout the Spectrum of Football Coaching Expertise

2010 ◽  
Vol 3 (3) ◽  
pp. 117-139
Author(s):  
Brad Vickers ◽  
Brendon Hale
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Head Coach ◽  
Assistant Coaches ◽  
Perception Of Control ◽  
Full Responsibility ◽  
Individual Perception ◽  
Self Development ◽  
Coaching Styles ◽  
Football Coaching

The knowledge and experience acquired in Continued Professional Development (CPD) is considered self-development and is dependent upon the individual’s perception of control over professional growth (Chalofsky, 1990). The purpose of this study was to analyze coaches’ self-development perceptions through Chalofsky’s (1990) eight constructs. An inductive analysis revealed that novice coaches lacked responsibility for self-development and believed the head coach to be responsible for athlete results. Intermediate coaches had increased perception of control that enabled them to use their own coaching styles as they relied on experiences and daily reflection to improve. Similarly, expert coaches perceived full responsibility for their self-development, and realized the dependence of their assistant coaches as well. The findings supported Chalofsky’s (1990) contention that self-development is dependent upon individual perception of control.

scholarly journals INDEPENDENCE IN EDUCATION AS A LEADING FACTOR OF PROFESSIONAL GROWTH OF FUTURE AVIATION PROFESSIONALS

2021 ◽  
Vol 1 (194) ◽  
pp. 56-61
Author(s):  
Natalia Savchenko ◽  
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Training ◽  
Individual Characteristics ◽  
Educational Activity ◽  
Educational Activities ◽  
Self Development ◽  
The Individual ◽  
High Level

Today, a modern aviation specialist needs to have a high level of professional skills, psychophysiological reliability, general culture, skills to work in a team, skills to work with a modern amount of information, non-traditionally approach to solving various extreme situations, as well as to be able to organize professional activities on a prognostic basis. During the information explosion, accompanied by the latest technologies of priority in professional training of cadets, are tasked - to form skills of self-education, to instill the need for self-perfection, to teach the cadets of probable stylish thinking, quick perception of new ideas.Professional and personal development of the future aircraft in educational activities are the requirement of the present. The achievement of this goal is closely linked to the increase of the role of independence of cadets in educational activities. Independent educational activity is capable of determining the success of professional development of future aircrafts. It depends on the level of its development it depends on the formation of subjects of the cadet. Manifesting the independence of cadets in educational activities, their creative independent activity is a major factor in effective professional development. In this approach, the result of independent activity is not only educational tasks, but also formed subjects of the cadet, its ability to solve problem situations independently, reflect, self-motivate and self-regulate their own actions, and thus enrich individual experience in professional growth. To do this, it is necessary to provide relevant pedagogical conditions that will contribute to the independent training activities of future aircrafts. In our opinion, its effectiveness can be provided by adequate adaptation of the educational burden to the individual characteristics of cadets and the formation of an individual algorithm for independent educational activity.The overwhelming majority of modern researchers determine the independence of students in educational activity as quality, the property of the person, which it uses both tools to achieve a certain educational and cognitive goal, and which needs to be purposefully formed. Independence, thus, is the result of this activity. The ability of a person to identify independence in educational independence for its own self-development is an important argument, because through the autonomy of future aircrafts it is possible to intensify the mechanisms of professional self-development.

scholarly journals PERSONAL AND PROFESSIONAL DEVELOPMENT OF FUTURE EDUCATORS IN THE PROCESS OF EDUCATIONAL PRACTICES

2020 ◽  
pp. 25-34
Author(s):  
Hanna Ivaniuk ◽  
Olena Venhlovska ◽  
Yevhen Antypin
Keyword(s):  
Professional Development ◽  
21St Century ◽  
21St Century Skills ◽  
Professional Growth ◽  
Educational Practices ◽  
Technology Support ◽  
Future Teachers ◽  
Empirical Results ◽  
Self Development ◽  
Development Of Students

The article highlights the features of content and technology support of personal and professional development of future teachers in the process of educational practices. Abovementioned ideas are presented here in an anthropological dimension. Personal and professional development of students is shown as a process aimed at modelling the personal and professional qualities of future teachers, ability and willingness for development and self-development. Specifics that have been named are for producing new ideas and practices based on acquired knowledges for creation own trajectory of professional development. The value-personal, search and research, reflective components and the 21st century skills are defined as important components of personal and professional development of students. The exploration describes empirical results of research on the formation of abovementioned components in students of specialties «Preschool education» and «Primary education» before their practices. It has been found that future teachers strive for personal and professional development however they don’t have enough skills to plan their actions of self-development. According to the empirical results of this study the scientific and pedagogical staff of Department of Pedagogy and Psychology of Pedagogical institute of Borys Grinchenko Kyiv University developed programs and recommendations for the organization of educational practices. The article describes the content, forms, methods of development of components of personal and professional development of students in the course of educational practices conducted in the preschool and primary school institutions in Kyiv. The essence of such interactive forms as: a roadmap, reflection, a blog, an individual portfolio of personal and professional growth is revealed. The proposed forms of work contribute to the students’ willingness to evaluate the results of their professional activity, to form the ability to work as a team and alone, to be openminded to the opinions of others in educational space, to find new ways of solving pedagogical goals, etc. The empirical results of the study show the positive dynamics of students’ development in value-personal, search and research, reflective components and 21st century skills in the course of proposed forms of work. This testifies to the effectiveness of the created content and technology support for the development of components of personal and professional development of students in the process of educational practices.

scholarly journals «SELF-BOOK» OF PERSONAL AND PROFESSIONAL GROWTH OF THE FUTURE TEACHER

2020 ◽  
pp. 206-220
Author(s):  
Ірина Новик
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Education Institution ◽  
Future Teacher ◽  
Professional Activity ◽  
Problem Solving Skills ◽  
Advantages And Disadvantages ◽  
Self Development ◽  
The Future ◽  
Self Knowledge

In the article, we substantiate the theoretical and practical aspects of the application of "Self-book" of personal and professional growth of the future teacher. In scientific exploration, we reveal the essence and content of the concept of "Self-book", which is presented as an individual diary (book, notepad or glider) of a student, in which he captures his own achievements in personal and professional growth, determines the trajectory of self-knowledge, self-development and self-improvement also monitors the dynamics of educational outcomes through proposed diagnostic techniques. The content and methodological support of "Self-book", which allows to track the dynamics of educational results and personal and professional development of students throughout the entire period of study at a higher education institution, is characterized. We have shown that personal and professional development is a complex multifaceted process, which aims at the formation of future teachers not only general and professional competences, but also envisages the development of their personal meanings. The study identified the main components of personal and professional development of future educators, namely: personal (value-personal and professional settings; self-knowledge and self-development; professional elevation); 21st century skills (critical thinking and problem-solving skills; communication and collaboration skills; digital skills), research and development (ability to highlight the research problem; work in a team; design stages of the research; select the necessary tools to solve the research task; analyze, organize, summarize the information received; to acquire new knowledge for their own use in their professional activity; to create and present their own educational products), reflective (self-concept, personal qualities and results of their own activity; self-analysis, self-knowledge, self-diagnostics, self-assessment, self-development, self-improvement; ability to detect mistakes, disadvantages of their own professional activity, and correct them). This article discusses the advantages and disadvantages of using Self-book in the personal-professional development of a future educator.

Self-development: The Process of Professional development in Iranian Nurses

2013 ◽  
Vol 2 (4) ◽  
pp. 25-34
Author(s):  
Flora Rahimaghaee ◽  
◽  
Shahram Salavati ◽  
Nahid Dehghan Nayeri ◽  
Eesa Mohammadi ◽  
...  
Keyword(s):  
Professional Development ◽  
Self Development

To Study & Implementation the Impact of Youth Mentoring

GIS Business ◽  
2019 ◽  
Vol 14 (4) ◽  
pp. 122-129
Author(s):  
Monika Bansal ◽  
Sh. Lbs Arya Mahila
Keyword(s):  
Young People ◽  
Effect Size ◽  
Professional Growth ◽  
Young Person ◽  
Youth Mentoring ◽  
Self Development ◽  
Study Implementation ◽  
Responsible Adult ◽  
The Impact

Youth Mentoring is the process of matching mentors with young people who need or want a caring responsible adult in their lives. It is defined as an on-going relationship between a caring adult and a young person which is required for self-development, professional growth and carrier development of the mentee and mentors both and all this must be placed within a specific institution context. The purpose of this article is to quantitatively review the three major areas of mentoring research (youth, academic, and workplace) to determine the overall effect size associated with mentoring outcomes for students.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

Transformative Professional Development: Outcomes of the Inner Life Renewal Program

2006 ◽  
Vol 11 (1) ◽  
pp. 57-62 ◽  
Author(s):  
Mary Jo Kreitzer ◽  
Lixin Zhang ◽  
Michelle J. Trotter
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Professional Growth ◽  
Well Being ◽  
Self Awareness ◽  
Listening Skills ◽  
Inner Life ◽  
Program Evaluations ◽  
Renewal Program ◽  
Development Outcomes

Health professionals have jobs that are inherently stressful and most have had little opportunity or encouragement to focus on self-care. Over the past 10 years, professional development programs such as the “Courage to Teach” have been developed for teachers in primary and secondary schools. Reported outcomes include personal and professional growth, increased satisfaction and well-being, and renewed passion and commitment for teaching. Based on this model of transformational professional development, a program was developed for health professionals, the Inner Life Renewal Program. Four cohorts of health professionals have completed the program. This brief report provides descriptive information regarding the structure, format, and process of the program and evaluative data based on program evaluations and participant interviews. Outcomes reported by participants include an increase in self-awareness, improved listening skills and relationships with colleagues, and an increased ability to manage or cope with stress.

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

scholarly journals Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

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