Professional Formation in Spain and Germany

Educational Issues ◽

Comparative Methodology ◽

This article analyzes how the patterns of cooperation among different institutions ensure quality professional preparation in terms of the production of an effective and regulated distribution of competencies. For this analysis we apply the comparative methodology of García Garrido to the Spanish and German models of professional development; and we review educational issues related to the administration, management, and supervision of the professional preparation system in the two countries both at the central and regional levels.

Journal of Pastoral Care & Counseling Advancing theory and professional practice through scholarly and reflective publications ◽

Conclusion: What We Learned and Next Steps

10.1177/1542305020988846 ◽

2021 ◽

Vol 75 (1_suppl) ◽

pp. 53-54

Author(s):

Trace Haythorn

Keyword(s):

Survey Data ◽

Theoretical Development

In the previous articles, my colleagues have presented analyses of the survey data that have implications for professional preparation, practice and ongoing professional development. I will conclude this volume highlighting six areas that require further investigation, theoretical development and practical integration.

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

Samara Journal of Science ◽

10.17816/snv2021103305 ◽

2021 ◽

Vol 10 (3) ◽

pp. 230-234

Author(s):

Ekaterina Sergeevna Dorozhkina

Keyword(s):

Extracurricular Activities ◽

Professional Education ◽

Prospective Teacher ◽

Professional Training ◽

Educational Environment ◽

Russian Language ◽

Professional Activity ◽

Federal State ◽

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.

Action Learning and professional formation of youth and community work students

The Journal of Practice Teaching and Learning ◽

10.1921/jpts.v16i3.1173 ◽

2019 ◽

Vol 16 (3) ◽

pp. 38-58

Author(s):

Julie Flett ◽

Mary Tyler

Keyword(s):

Learning Community ◽

Group Process ◽

Action Learning ◽

Continuing Professional Development ◽

Pedagogical Tool ◽

The Impact ◽

Critically Reflective Practice ◽

Learning Sets ◽

This paper follows 3 cohorts of students 2012 -2015 and maps their perceptions of professional development using Action Learning sets as a pedagogical tool . It looks at learning immediately after the Sets have taken place and builds on this up to 3 years after graduating. The research found that Action Learning Sets as a pedagogical tool make a valuable contribution to professional formation of youth and community workers by enabling participants to:Consolidate learning from the courseBecome more confident and assertive about their professionalizationReflect together on practice as a learning community and learn about themselves within the group process Understand how and when to use appropriate questions to enable reflection by othersUnderstand different ways people perceive issues, their different thought processesCritically understand the importance and benefits of opening up people's thinking/gaining new perspectivesBe open and willing to listen, best for developing relationships Learn to listen in order to understand others and in so doing developing self-knowledge and problem solving skills.Practise some educator / facilitator skills Action Learning Sets outcomes appears especially important where they helped students develop confidence in their professional identity and in their ability to challenge to achieve recognition and change. However some participants discussed how an organisational culture that is not based on critically reflecting or even discussing professional approaches has impacted negatively on them as developing youth work professionals, echoing Stark’s (2006) similar findings from research on the impact of Sets used with nurses and educators. Many students commented that there was no supervision in the workplace and no mechanism for group reflective learning so individuals were left to self-reflect without the benefit of alternative perspectives which they had come to value as a result of taking part within the Sets. This implied a desire on the graduates’ part for continuing professional development . Further research into critically reflective practice using action learning sets in the workplace could be explored within organisations and any demand developed within HE programmes .

Psycho-pedagogical methods as a means of organization and personal and professional development of young professionals

Applied psychology and pedagogy ◽

10.12737/19575 ◽

2016 ◽

Vol 1 (2) ◽

pp. 1-1

Author(s):

Русаков ◽

Viktor Rusakov

Keyword(s):

Professional Growth ◽

Young Professionals ◽

Personal Process ◽

Professional Formation ◽

Pedagogical Methods

Professional formation of the person is the result of deep personal process. Improving the mechanisms of the professional growth of young specialists in the specific workplace should include psychological and pedagogical methods in the organization and motivation of staff, in order to achieve their professional objectives set.

Educating the Reflective School Leader

Journal of School Leadership ◽

10.1177/105268469300300205 ◽

1993 ◽

Vol 3 (2) ◽

pp. 152-164

Author(s):

Carl R. Ashbaugh ◽

Katherine Kasten

Keyword(s):

Reflective Practice ◽

Professional Practice ◽

Conceptual Analysis ◽

School Leaders ◽

School Leader ◽

Preparation Programs ◽

Instructional Methodologies ◽

Problems Of Practice

This paper presents a conceptual analysis of the nature of reflective practice and an argument for emphasizing reflective practice in the preparation and professional development of school leaders. The authors argue that professional preparation that develops reflective practice is one way to resolve the theory-practice dichotomy and to improve professional practice. Further, they assert that preparation programs have the instructional methodologies that encourage and nurture reflection on the messy problems of practice.

Reflection in the Professional Development of Future Psychologist

Bulletin of Science and Practice ◽

10.33619/2414-2948/60/50 ◽

2020 ◽

Vol 6 (11) ◽

pp. 401-407

Author(s):

N. Murataliyeva

Keyword(s):

Scientific Validity ◽

Theoretical Approaches ◽

Personal Approach ◽

The article discusses the problem of professional formation of future psychologists. Reflection is considered from various scientific and theoretical approaches, taking into account the definition and understanding. When studying the phenomenology of reflection, it becomes possible in its scientific validity as an intrapersonal, personality-oriented and professional-personal approach in the professional formation of future psychologists. Intrapersonal, personality-oriented and professional-personal in reflection in a university creates stability and success in choosing a profession, prospects for its development and congruence of future psychologists in their professional development.

PROFESSIONAL DEVELOPMENT OF FUTURE TEACHERS OF EMPLOYMENT EDUCATION AND TECHNOLOGIES IN HIGHER EDUCATION ABROAD

Scientific bulletin of KRHPA ◽

10.37835/2410-2075-2020-12-7 ◽

2020 ◽

pp. 56-71

Author(s):

Valentyna Benera ◽

Tsisaruk

Keyword(s):

Great Britain ◽

Educational Process ◽

Future Teachers ◽

Labor Studies ◽

Foreign Experience ◽

Systemic Analysis ◽

The Usa ◽

High Level

Foreign experience of problem of professional development of future specialists is examined in the article, professional preparation of future teachers of labor studies and technologies is analyzed in particular. A study of scientific materials is undertaken in relation to experience of professional development of future teachers of technologies in countries, that is distinguished by the high level of pedagogical education, - to the USA, Great Britain and Poland. Exactly these countries on the draught of many years demonstrate the high indexes of quality education in relation to professional preparation of future teachers and them professional development in further pedagogical activity. The special attention is deserved by schools of professional development of teachers of technologies in the USA, that not only prepare future teachers but also care of professional development of practical teachers-workers, increase of level of their pedagogical activity. Also, it is marked in the article, that at higher school of Great Britain there is support of the state from development of technology, that shows up in providing of standards and software with the aim of realization of competence approach and professional self-development of future teachers and teachers that work. Different vector of forms of organization of educational process at higher school of Great Britain assist a free choice the student of certain form of studies or their combination, to academic mobility with taking into account of his inclinations and making and professional increase of the future specialist. On the basis of analysis of professional preparation at higher school of Poland investigational, that professional development of future specialist comes true through at level to the licentiate and master's degree studios and provided by configuration of approach of the systems from introduction of the Polish system of vocational orientation on studies on speciality to realization of practical preparation with introduction of the modern practice-oriented forms and methods of studies in the conditions of application of interactive technologies in the subject-subject interaction with the teacher of higher school and orientation on self-realization, achievement of success on the stage professional preparation and further professional to development. The results of logical-systemic analysis of scientifically-pedagogical literature in relation to professional development of future teachers of technologies in foreign countries allow to assert that scientists show the increase personal interest the problem of preparation of teachers in other countries. Keywords: professional development, future teacher of labor studies and technologies, specialist, professional preparation, foreign experience

Psychological and pedagogical basic principles of professional formation of educational psychologist

Psychological-Pedagogical Journal GAUDEAMUS ◽

10.20310/1810-231x-2021-20-1(47)-67-72 ◽

2021 ◽

pp. 67-72

Author(s):

Marina P. Manaenkova ◽

Evgeny V. Kalyakin

Keyword(s):

Higher Education ◽

Professional Training ◽

Educational Process ◽

Federal State ◽

Educational Psychologist ◽

Theoretical Approaches ◽

Normative Basis ◽

State Educational ◽

We consider the issue of personal and professional development of future educational psychologists. We present theoretical approaches of Russian and foreign scientists to the issues of the correlation of professional training and the professional development of a person. We consider the process of professional formation in general and in the psychological and pedagogical sphere of activity in particular. We focus on the federal state educational standards of higher education of the latest generation – the master’s degree in psychology and pedagogy, and on the corresponding professional standard as a normative basis for the organization of the educational process in a modern university. The expediency of modernizing the modern educational system in higher education, the reasonableness of the transition to the current competence-based approach as a methodological basis for the organization of the educational process in higher education is argued. The development of professionalism and, most importantly, socially important personal qualities is essential when organizing a developing educational space in higher education. We analyze the volume of the personal component of a specialist as an important component in the concept of professionalism. In conclusion, the expediency of taking into account the basic psychological and pedagogical conditions when designing the professional development of a future educational psychologist is proved.

ТВОРЧА КОМПЕТЕНТНІСТЬ МОЛОДОГО ВЧИТЕЛЯ ЯК ФАКТОР ПРОФЕСІЙНОГО СТАНОВЛЕННЯ

Psychology of Personality ◽

10.15330/ps.7.1.215-223 ◽

1970 ◽

Vol 7 (1) ◽

pp. 215-223

Author(s):

Тетяна Пільгук

Keyword(s):

Professional Competence ◽

Professional Activity ◽

Structural Components ◽

Psychological Conditions ◽

Psychological Mechanisms ◽

Psychological Analysis ◽

Creative Personality ◽

Holistic Concept ◽

У статті розкрито психологічний аналіз проблеми розвитку творчої компетентності молодого вчителя. Науково обґрунтовано поняття творчої компетентності вчителя-початківця. Під творчою компетентністю розуміється найвищий рівень розвитку професійної компетентності, коли особистість здійснює професійну діяльність на творчій основі стабільно і безперервно. Розглянуто напрацювання вчених в галузі дослідження психологічних механізмів творчості, проблем професійного становлення, майстерності та професіоналізму. Визначено провідне дослідження науковців, які працюють над проблемами розвитку творчості особистості в освітньому середовищі. Представлено розуміння сутності професійного становлення вчителя. На основі узагальнень ідей про розвиток творчої особистості було розроблено авторську концепцію розвитку творчої компетентності вчителя у процесі професійного становлення. Визначено, що структура розвитку творчої компетентності вчителя у процесі професійного становлення базується на основних структурних компонентах професійної компетентності: мотиваційному; змістовному; прогностично-рефлексивному. The article discloses the psychological analysis of the problem of development of creative competence of the teacher in the process of becoming a professional. The content of the question of development of competence of teacher at the greatest creative level is defined. The article scientifically grounds the concept of creative competence of teachers in the process of the professional becoming. Under the creative competence we mean the greatest level of development of professional competence, when personality carries out professional activity on creative basis stably and continuously. The article investigates the psychological conditions of development of creative competence, examines works of scientists in the field of investigation of psychological mechanisms of creativity, issue of professional development, skills and professionalism. Understanding of essence of the professional becoming of teacher is presented.On the basis of generalization of ideas about the development of the creative personality, we have developed a holistic concept of development of creative competence of the teacher in the process of professional formation. It is determined that the structure of development of creative competence of a teacher in the process of professional formation is based on the basic structural components of professional competence: motivational; informative; prognostic-reflective.