Teachers' Inner Group and Professional Identity: A Study Based on the DAG Model

1999 ◽  
Vol 32 (3) ◽  
pp. 349-364
Author(s):  
Felicidad Loscertales ◽  
Ana Guil
Keyword(s):  
Primary School ◽  
Professional Identity ◽  
Group Analysis ◽  
Sample Survey ◽  
School Teachers ◽  
Primary School Teachers ◽  
Inner Self ◽  
Professional Self ◽  
Dag Model

This article focuses on the inner self as symbolized in examples of Ada Abraham's Draw a Group (DAG) model. Almost 300 primary school teachers in Seville were invited to take part in a DAG sample survey, and the observations and subsequent conclusions are recounted with particular reference to the teachers' professional self: Suggestions are put forward as to further applications of the model in group analysis.

scholarly journals The Substantial Characteristics of Organizational and Pedagogical Conditions of Future Primary School Teachers’ Professional Self-Development

2017 ◽  
Vol 4 (1) ◽  
pp. 126-132
Author(s):  
Artem Smoliuk
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
High Level ◽  
Teachers Training ◽  
Students Success ◽  
Communicative Space

The article presents reasonably organizational and pedagogical conditions of professional self-development of primary school teachers, namely: support of positive motivation of achievement as meeting internal needs of the individual in professional self-development; the use of cognitive and informative opportunities of the content psychological and pedagogical and methodical disciplines for the formation of didactic complex and technological knowledge and skills, abilities to integrate spatial and substantive, informative and motivational, psychological, social and communication components of the educational environment of teachers’ training college; creating rich social and communicative space in the course of interactive cooperation of learning subjects to create students’ “success situations” and demonstrating positive experience of the professional success. The result of these organizational and pedagogical conditions of the professional self-development of primary school teachers have reflexive-value treatment to the personality as a future teacher and professional considering his or her strengths and weaknesses, formed a high level of readiness for professional self-development in his or her chosen profession

Exhibition Activity as a Factor of Formation of Professional Identity of Students – Future Primary School Teachers

2020 ◽  
Author(s):  
О.Д. Федотова
Keyword(s):  
Professional Identity ◽  
Communication Skills ◽  
Indirect Effects ◽  
Educational Program ◽  
Direct And Indirect Effects ◽  
Joint Work ◽  
School Teachers ◽  
Primary School Teachers ◽  
Joint Activities ◽  
Professional Self

в статье анализируется результаты участия студентов, осваивающих основную образовательную программу по направлению подготовки 44.03.01 Педагогическое образование (профиль «Начальное образование»), в подготовке и проведении выставки «Очевидная грамотность: визуальный ряд в современной зарубежной азбуке». Характеризуются основные этапы совместной работы студентов над концепцией выставки, отбор и размещение экспонатов на стендах, представление их посетителям. Определяются прямые и косвенные эффекты, возникающие в результате освоения студентами теоретических знаний и коммуникативных умений, используемых для проведения выставки. Делается вывод о важности включения студентов в выставочную деятельность, которая способствует профессиональной самоидентификации будущего педагога. the article presents the results of the participation of students mastering the main educational program in the field of training 44.03.01 Pedagogical education (Primary education profile) in the preparation and conduct of the exhibition «Obvious Literacy: A Visual Series in the Modern Foreign ABC-books». The characteristics of the stages of students' joint work are given, the joint activities on selecting exhibits, placing exhibits on stands, and the way exhibits are presented to visitors are described. Direct and indirect effects resulting from the development of theoretical knowledge and communication skills used by students for the exhibition are determined. The conclusion about the importance of including students in exhibition activities, which contributes to the professional self-identification of the future teacher is drawn.

scholarly journals MOOC: PLATFORMS OF PROFESSIONAL SELF-DEVELOPMENT OF PRIMARY SCHOOL TEACHERS OF ENGLISH

2021 ◽  
pp. 33-38
Author(s):  
Olena Beskorsa
Keyword(s):  
Distance Learning ◽  
Primary School ◽  
Information And Communication Technologies ◽  
Professional Training ◽  
Theoretical Research ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self

The processes of digital transformation of all the spheres of life activities in the modern society and implementation of emergency distance learning in the conditions of the Covid-19 pandemic cause new challenges in future teachers’ professional training. One of them is to develop skills to learn life long and conduct effective professional self-development. The purpose of the paper is to theoretically analyse the content and the structure of mass open online courses that can be used in the professional training of future primary school teachers of English, which contribute to developing their digital and methodological competences. For achieving the purpose set, we use a number of theoretical research methods (analysis, synthesis, comparison, generalisation, etc.). Based on the analysis of MOOC platforms, which are available at the national and international Internet market of educational services, it is found out that Coursera, Prometeus, EdEra are the most popular among educators. It is highlighted that all the courses, developed on MOOC platforms, have the similar structure that include such components: interactive video lectures, learning resources, online tests, forum for discussing different questions. It is noted that MOOC courses are getting commercialised and only some of them give an opportunity to participate in them as listeners without getting certificates. However, MOOC courses have a great potential for developing future teachers’ digital competence, communicative and collaborative skills by using information and communication technologies, improving some aspects of professional and methodological competence. It is proved that an optimal way of implementing MOOC courses in professional training of future primary school teachers’ professional training is to combine them with traditional distance learning within university LMS courses or with traditional methods and forms of offline learning.

Professional Self-Development in the Imagination of Future Primary School Teachers

2021 ◽  
pp. 22-28
Author(s):  
Natal'ya Chirkova
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Questionnaire Survey ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Development ◽  
Professional Self

The leading task of modern teacher education is to provide opportunities for personal and professional self-development of teachers. The article analyzes various approaches to understanding the concepts of "self-development" and "professional self-development", substantiates the author's position on this issue. The results of a questionnaire survey on the representation of future primary school teachers in relation to their professional self-development are presented.

scholarly journals PEDAGOGICAL MODELING IN PREPARING OF FUTURE PRIMARY SCHOOL TEACHERS FOR PROFESSIONAL SELF-DEVELOPMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 194-201
Author(s):  
D.B. Shayakhmetova ◽  
◽  
A.A .Tautenbayev ◽  
Keyword(s):  
Primary School ◽  
Social Order ◽  
Process Analysis ◽  
Educational Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
Organization And Management ◽  
Professional Self ◽  
Target Block ◽  
Performance Results

This article is devoted to the development of a model in preparing of future primary school teachers for professional self-education. Represented pedagogical model is a description and theoretical justification of its main blocks: target; content; technological; reflexive-evaluative; effective. The target block is formed taking into account the methodological basis, principles of functioning and social order, expressed in the form of requirements of educational and professional curriculum, employers and the labor market.Based on the fact that the content block performs teaching, developing, and research functions in the model, it is expressed in a comprehensive program for preparing students for professional self-education. The main purpose of the technological block is to determine the directions of social and pedagogical activity, organization and management of the educational process. Analysis, forecast and evaluation of performance results is carried out in accordance with the developed system for assessing readiness for professional self-education (reflexive-evaluation block).

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