Formation and development of the network self-learning organization

2020 ◽  
Author(s):  
Elena N. Belova
Keyword(s):  
Doctoral Students ◽  
Learning Organization ◽  
Professional Education ◽  
Professional Activity ◽  
Educational Organizations ◽  
Technological Support ◽  
Mutual Learning ◽  
Wide Range ◽  
Self Development ◽  
Self Learning

The solution of an urgent socially significant scientific problem based on the implementation of theoretical and methodological, conceptual substantiation, methodological and technological support for the formation and development of a network self-learning organization as a prospect for the development of educational organizations. The concept and model of the formation and development of a networked self-learning organization have been scientifically substantiated, developed and tested. The prospects of using in practice a new scientific idea of ​​the formation and development of a network self-learning organization of additional professional education based on the development of the readiness and ability of its employees to increase the effectiveness of professional activity in the process of their training, mutual learning, self-training and self-development has been developed and proved. The monograph is addressed to teachers, students of psychological and pedagogical directions, graduate students, doctoral students, managers, specialists of educational organizations and a wide range of readers interested in improving the performance of educational organizations through their transformation into network self-learning organizations.

Formation and development of the network self-learning organization of additional professional education

2019 ◽  
Author(s):  
Elena N. Belova
Keyword(s):  
Learning Organization ◽  
Corporate Culture ◽  
Professional Education ◽  
Technological Support ◽  
Scientific Idea ◽  
Organizational Conditions ◽  
Professional Activities ◽  
Self Actualization ◽  
Team Interactions ◽  
Self Learning

The thesis presents the solution of an actual socially significant pedagogical problem on the basis of the implementation of a theoretical-methodological, conceptual substantiation, methodological and technological support of the formation and development of the network self-learning organization of additional professional education. The leading scientific idea is that the formation and development of a network self-learning organization is carried out on the basis of the continuous development of the readiness and ability of its employees to improve the performance of their professional activities in the process of their learning, mutual learning, self-actualization, self-learning and self-development in the context of a system of continuous professional education using distance learning. educational technologies, motivational and value corporate culture of the studied organization and networks and team interactions. Among the main characteristics of the organization under study, we single out the structure of the triple network, the key managerial competence of its employees and the motivational and valuable corporate culture of the organization, orienting these employees to increase their professional performance. Scientifically substantiated, developed the concept and model of the formation and development of the network self-learning organization. At the practical level, the pedagogical and organizational conditions for the formation and development of a network of self-learning organizations are defined and implemented, and organizational, educational and methodological support has been developed and tested. The verification of the model of the formation and development of the network self-learning organization, which proved the effectiveness and perspectivity of the scientific idea of the development of the network self-learning organization of additional professional education.

Variability as a leading principle of designing of individual trajectories of professional growth of teachers of college

2020 ◽  
pp. 1-17
Author(s):  
Galina Uzunova
Keyword(s):  
Personal Development ◽  
Professional Growth ◽  
Diagnostic Technique ◽  
Teaching Experience ◽  
Professional Activity ◽  
Spearman Correlation ◽  
Educational Organizations ◽  
College Teachers ◽  
Main Research ◽  
Self Development

The necessity of using a variational approach when designing an individual trajectory of professional growth for college teachers is substantiated, which involves taking into account the level and characteristics of their professional and personal development. The article presents the results of an empirical study, the purpose of which was to identify the types of individual trajectories of professional growth of college teachers. The study involved 214 teachers with a teaching experience of 3 to 38 years. The study was carried out using two specially selected reliable and valid methods: a diagnostic technique for the level of partial readiness for professional and pedagogical self-development (Fetiskin N.P., Kozlov V.V., Manuylov G.M.) and a methodology for studying professional motivation developed by K. Zamfir and modified A. Rean. The main research methods are comparative (calculation of the χ2 test and Student t-test) and correlation (calculation of the Spearman correlation coefficient) analyzes. As a result of the study, it was proved that the professional and personal development of college teachers is characterized by its diversity and variability, associated primarily with the motives of their professional activity and with the level of formation of their readiness for self-development and self-education. A typology of individual trajectories of the professional growth of college teachers has been developed, which determines its main directions and content and includes adaptive, activating, stimulating and correcting types of individual trajectories. Based on the results of the study, it is concluded that it is necessary, possible and advisable to use the variability principle when designing individual trajectories for college teachers' professional growth, which allows us to achieve our goals in practice and thereby contribute to the realization of the idea of continuing pedagogical education of pedagogical workers of modern educational organizations of secondary vocational education.

scholarly journals Professional Education in The Post – Industrial Economy : Challenges of Digital Transformation

2019 ◽  
pp. 19-33
Author(s):  
E. S. Sadovaya
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Business Processes ◽  
Technological Development ◽  
Cognitive Activity ◽  
Professional Activity ◽  
High Tech ◽  
Digital Platforms ◽  
Wide Range ◽  
Main Factors

The article analyses the development trends of professional education in the context of global shifts taking place in the modern economy due to its technological development. The transfer of business processes to the digital environment leads to a radical reformatting of the entire sphere of labor, a change in its quality, as well as forms of interaction between people in the production of goods and services. The author identifies the main factors that have a decisive influence on the evolution of the professional activity of the person, radically changing the requirements for the professional education system, both in terms of its content, and methods of getting it. The main factors of the ongoing transformations, according to the author, include the rapid spread of digital platforms, replacing the traditional sectors of the economy, and the automation of cognitive activity based on the algorithmic repetition of a certain set of actions. Analyzing the effect of these factors, the author notes their contradictory effect on the sphere of professional employment and vocational education, comes to the conclusion that it is necessary to radically change the very paradigm of the development of vocational education, implement non-trivial organizational decisions in the process of transforming its institutional infrastructure. The article emphasizes that professional education in modern conditions is becoming not just a connecting link between the labor market and a person, but it is the beginning to fulfill a wide range of social functions. This is especially important in the context of a reduction in the scope of labor in the high-tech digital economy.

scholarly journals TRANSDISCIPLINARY HUMAN STUDY: PILLARS AND COLLISIONS

2021 ◽  
pp. 326-332
Author(s):  
Svetlana R. Dinaburg ◽  
Keyword(s):  
Human Study ◽  
Cultural Experience ◽  
Transdisciplinary Approach ◽  
Starting Point ◽  
Wide Range ◽  
Self Development ◽  
Global Problems ◽  
Historical Phenomenon ◽  
Self Learning

The transdisciplinary approach to studying the problem of human appears to be the most natural and productive starting point for the situation that modern philosophy finds itself in. In the paper, the problem of human is considered as a paradoxical weird problem directly related to the global problems of our time. In this case, what appears to be an alternative to problem-solving is problematization, which reveals hidden opportunities and existing relationships between different fields of meanings. The question of the method, foundations of integration was brewing over the «long 20th century» simultaneously with the proclamation of the end of fundamental pillars (God, science, history, man), which led to a situation of exhaustion of world outlooks and forced «preconceptionlessness». Overcoming this crisis, cognition is now moving into the trans- and meta- positions, where the opportunities for construction and new paths for syntheses open up. Not only the scientific and philosophical ethos, but the need to involve a wide range of people in the practice of study of human nature requires clarity: transdisciplinarity is not a mere popular intellectual trend (speculative program, discursive game), but an effective method that can work with radicalization, social restrictions, dead ends, etc. The search for ontological foundations and integration with various forms of cultural experience lead «trans-science» to metaphysical problems and the experience of the sacred, the recognition of the role of discourse as the creative being; then the testing of limits needs to be coupled with moderate epistemological conservatism. In its theoretical foundation, transdisciplinarity is based on the effects of self-organization, self-development, and self-learning, which requires the provision of conditions for the production of syntheses and competent trust in the process, which cannot be reduced to the expectation of a miraculous appearance of Deus ex machina. Exploring the paradoxical collisions of transdisciplinarity, it is proposed to consider its rootedness as a historical phenomenon.

scholarly journals Physical Education In The Structure Of Professional Education

2021 ◽  
Vol 03 (03) ◽  
pp. 226-229
Author(s):  
Ikromov Isomiddin Ilxomjonovich ◽  
◽  
Yusupov Toir Tolanovich ◽  
Haitbayeva Barnohon Baxodirovna ◽  
◽  
...  
Keyword(s):  
Professional Education ◽  
Professional Culture ◽  
Self Determination ◽  
Professional Activity ◽  
Physical Culture ◽  
Self Development ◽  
Integral Quality ◽  
Generalized Indicator

Physical culture acts as an integral quality of a personality, as a condition and prerequisite for effective educational and professional activity, as a generalized indicator of the professional culture of a future specialist and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of a person who, at different stages of life development, selects and assimilates those values that are most significant for him from a variety of values.

scholarly journals Teachers’ occupational health in the spectrum of level and criterion approaches

2021 ◽  
Vol 4 (24) ◽  
pp. 22-29
Author(s):  
Tetiana Dziuba ◽  
Keyword(s):  
Occupational Health ◽  
Level Structure ◽  
Optimal Level ◽  
Professional Activity ◽  
Educational Organizations ◽  
Professional Performance ◽  
Psychological Analysis ◽  
Self Development ◽  
Multi Level ◽  
Construct System

Introduction. The latest perspective on understanding the nature of teachers’ occupational health allows us to consider this phenomenon as a process, in which professional activity becomes consciously built and arbitrarily regulated. Aim. To clarify the nature of teachers’ occupational health by applying level and criteria approaches. Results. In the level approach, teachers’ occupational health is considered as a dynamic construct with a complex multi-level structure. Each level is formed by a number of complementary characteristics and features. Therefore, occupational health can be considered as: a multilevel construct; system property; movement to self-realization; system capable of self-development. The criterion approach structures occupational health in accordance with certain indicators (criteria): the optimal level of professional performance; three-element structure modules; a continuum of criteria; a set of structural and dynamic indicators. Conclusions. Theoretical and methodological tools of level and criterion approaches open new opportunities for psychological analysis of the nature of teachers’ occupational health in educational organizations. Teachers' occupational health can be considered as their ability to make optimal changes, function effectively, as well as develop professionally

CRITERIA OF SOCIAL AND PROFESSIONAL PREPAREDNESS OF PENAL OFFICERS

2020 ◽  
pp. 97-105
Author(s):  
Татьяна Васильевна Кириллова ◽  
Елена Аркадьевна Кусакина ◽  
Евгений Владимирович Макаров
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Professional Activity ◽  
Penal System ◽  
Educational Organizations ◽  
Social Partnership ◽  
Stage Of Development ◽  
Constructive Dialogue ◽  
Projective Methods ◽  
Analysis Of Results

В статье рассматривается одна из актуальных проблем кадровой политики Российского правового государства на современном этапе развития. Уголовно-исполнительная система нуждается в сотрудниках, способных противостоять агрессии со стороны спецконтингента в рамках международных требований, использовать свои должностные полномочия в соответствии с законом и способствовать адаптации осужденных к условиям изоляции от общества и дальнейшей ресоциализации. Одним из возможных путей решения проблемы является формирование социально-профессиональной готовности сотрудников пенитенциарной системы, обучающихся по программе профессионального обучения в вузах ФСИН России. Опираясь на положения А. М. Столяренко и принимая во внимание специфические особенности профессиональной деятельности сотрудника уголовно-исполнительной системы, авторами были определены критерии социально-профессиональной готовности: аксиологический, интеллектуальный, эмоционально-волевой, коммуникативно-поведенческий и рефлексивный. Для определения уровня сформированности был использован пакет психодиагностических методик, включающий в себя метод беседы, интервьюирования, феноменологическую технику и стандартизированные тесты. Исследование проводилось на базе Пермского института ФСИН России. Респондентами выступили сотрудники, впервые принятые на службу в уголовно-исполнительную систему Российской Федерации, находящиеся на должностях рядового и младшего начальствующего состава, в количестве 168 человек. В результате психологической диагностики по каждому критерию социально-профессиональной готовности были определены уровни: начальный, допустимый, профессиональный. Анализ полученных результатов свидетельствует, что у большинства сотрудников (44,4 %) по всем критериям отмечается начальный уровень. В связи с этим возникает необходимость в создании специальных педагогических условий на этапе освоения программы профессионального обучения в образовательных организациях ФСИН России. Анализ полученных данных в результате использования проективных методов позволил определить основные направления. Приоритетным направлением должно стать совершенствование института наставничества. Второе направление предполагает создание педагогического условия по организации социального партнерства между ведомственными образовательными учреждениями и пенитенциарными учреждениями. Включение в рабочие учебные программы специальных курсов по формированию коммуникативных компетенций для конструктивного общения с субъектами профессиональной деятельности, в том числе и с осужденными, является третьим педагогическим условием, обеспечивающим формирование социально-профессиональной готовности сотрудников уголовно-исполнительной системы. The article views one of the urgent problems of Russian personnel policy as the rule of law state at the present stage of development. The penal system of Russia needs the officers who can counter detainees’ aggression according international requirements, use their official powers in conformity with the law, and contribute to convicts’ adaptation to incarceration conditions and further resocialization. One of the possible ways to solve the problem is to provide social and professional preparedness of penal officers training in Professional Education Program at departmental institutions of higher education of the Federal Penal Service of Russia. Relying on the ideas of A.M. Stolyarenko and taking into account particular features of penal officers’ professional activity, the authors define criteria of social and professional preparedness: axiological, intellectual, emotional and volitional, communicative and behavioural, reflexive. To determine the preparedness level, the set of psychodiagnostic methods, including the method of conversation, interviewing, phenomenological techniques and standardized tests, was used. The survey was carried out at Perm Institute of the Federal Penal Service. Respondents were officers obtained employment in the service in the penal system of the Russian Federation, occupied positions of enlisted and junior commanding staff, totally 168 people. By the results of psychological diagnostics, the levels (initial, permissible, professional) were identified for each of criterion. The analysis of results obtained shows that the majority of officers (44,4 %) has the initial level of all the criteria. Thereby the need of creation of special pedagogical conditions at the stage of mastering Professional Education Program in departmental educational organizations of the Federal Penal Service of Russia arises. Due to using projective methods, the analysis of findings allows ascertaining the main directions. Improving the institution of tutorship should be the first priority. The second direction assumes providing such pedagogical condition as organization of social partnership between departmental educational establishments and penal facilities. Inclusion special courses on forming communicative competencies for constructive dialogue with subjects of professional activity (including convicts) in academic course working programs is the third pedagogical condition guaranteeing formation of penal officers’ social and professional preparedness.

Variability as a leading principle of designing of individual trajectories of professional growth of teachers of college

2020 ◽  
Vol 5 (4) ◽  
pp. 127-143
Author(s):  
Galina Uzunova
Keyword(s):  
Personal Development ◽  
Professional Growth ◽  
Diagnostic Technique ◽  
Teaching Experience ◽  
Professional Activity ◽  
Spearman Correlation ◽  
Educational Organizations ◽  
College Teachers ◽  
Main Research ◽  
Self Development

The necessity of using a variational approach when designing an individual trajectory of professional growth for college teachers is substantiated, which involves taking into account the level and characteristics of their professional and personal development. The article presents the results of an empirical study, the purpose of which was to identify the types of individual trajectories of professional growth of college teachers. The study involved 214 teachers with a teaching experience of 3 to 38 years. The study was carried out using two specially selected reliable and valid methods: a diagnostic technique for the level of partial readiness for professional and pedagogical self-development (Fetiskin N.P., Kozlov V.V., Manuylov G.M.) and a methodology for studying professional motivation developed by K. Zamfir and modified A. Rean. The main research methods are comparative (calculation of the χ2 test and Student t-test) and correlation (calculation of the Spearman correlation coefficient) analyzes. As a result of the study, it was proved that the professional and personal development of college teachers is characterized by its diversity and variability, associated primarily with the motives of their professional activity and with the level of formation of their readiness for self-development and self-education. A typology of individual trajectories of the professional growth of college teachers has been developed, which determines its main directions and content and includes adaptive, activating, stimulating and correcting types of individual trajectories. Based on the results of the study, it is concluded that it is necessary, possible and advisable to use the variability principle when designing individual trajectories for college teachers' professional growth, which allows us to achieve our goals in practice and thereby contribute to the realization of the idea of continuing pedagogical education of pedagogical workers of modern educational organizations of secondary vocational education.

scholarly journals PEDAGOGICAL CONSTRUCTS AND PEDAGOGICAL CONDITIONS FOR PREPARING THE FUTURE TEACHER OF PHYSICAL TRAINING FOR THE PHYSICAL ACTIVITY AND THE SELF-DEVELOPMENT OF THEIR STUDENTS

2017 ◽  
Vol 2017 (3) ◽  
pp. 35-42
Author(s):  
Олег Похоруков ◽  
Oleg Pokhorukov ◽  
Екатерина Похорукова ◽  
Ekaterina Pokhorukova
Keyword(s):  
Professional Education ◽  
Physical Training ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Activity ◽  
Physical Culture ◽  
Successful Solution ◽  
Self Development ◽  
The Future

The article describes the possibility of providing pedagogical conditions to involve the future PE teachers into the system of multicultural relations. This system determines the quality of physical culture and self-development of the learner in models and means of self-expression and self-realization, cooperation and socialization. Specific features of professional training and organization of practice in obtaining professional skills and experience of professional activity determine the process and the content of the process of shaping the teacher's personality, which will enable them to independently solve the developmental tasks for their future students. Pedagogical conditions for the preparation of the PE teacher for physical training and self-development of their future students depends on the successful solution of the following tasks: personified use of the foundations of pedagogical modeling and constructs of pedagogical activity in vocational training. The paper features the concept of "pedagogical conditions of preparation of the future PE teacher for the physical training and self-development of their students". It stresses the possibility of personified solution of the task in the structure of continuous professional education of teachers.

scholarly journals Influence of vocational education on color vocabulary and color naming patterns

2021 ◽  
Vol 51 (3) ◽  
pp. 70-85
Author(s):  
Yulia A. Griber ◽  
Keyword(s):  
Professional Education ◽  
Diversity Index ◽  
Human Life ◽  
Color Naming ◽  
Professional Activity ◽  
Practical Implementation ◽  
Russian Speakers ◽  
Wide Range ◽  
Basic Color ◽  
Social And Cultural Factors

Introduction. The professional education received and the professional activity carried out have a tangible impact on many spheres of human life. A professional environment influences a person’s consciousness, changes his/her conceptual thinking and lexical content of everyday communication. The purpose of the research is to test whether growing color competence affects the size, variability, and quality of the color vocabulary of native Russian speakers. Materials and methods. The data were collected in an online experiment involving 1737 native Russian speakers with different professional backgrounds and levels of color competence: 1103 participants were not professionally involved with color (hereafter referred to as non-professionals); 509 were students, in the process of professionally mastering the theoretical foundations of color science and colorism, and had basic color competence (hereafter referred to as novice professionals); 125 participants were practicing colorists and color consultants, designers and architects (hereafter referred to as experienced professionals). Results. The research showed that the growth of professional experience and coloristic competence noticeably affects the color vocabulary and color naming patterns. Compared to non-professionals, novice and experienced professionals use more complex color naming patterns and a greater variety of chromatic and achromatic modifiers (the Shannon diversity index increases from 6.55 to 7.52 and 7.12 respectively), but fewer basic color names (they account for 47% of non-professional, 43% of novice and 38% of experienced professionals’ vocabulary). The influence of professional education and professional culture is most pronounced in the choice of referent objects for describing connotations. 132 of the 320 referent objects proposed by non-professionals, and 113 of the 301 objects proposed by professionals, were “endemic” to each of these groups and were not used by representatives of other groups. Non-professionals most often described hues using naturally occurring substances, plants, flowers, artifacts, and body products as prototypes. Color specialists chose as referents dyes, pigments, paint brands, and exotic terms that fill modern advertising. Conclusions. The results confirm the hypothesis that, in addition to the universal perceptual factors that control color categorization, color-related cognitive processes are also influenced by social and cultural factors. The revealed professional differences of color vocabulary and color naming patterns can be used in the practical implementation of the process of formation of linguodidactic design of professional personality of a wide range of professionals, whose activities are directly or indirectly related to the choice of color and color design.

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