scholarly journals Aesthetic Categories “Love”, “Joy” and “Fear” in the Professional Activity of a Teacher

2021 ◽  
Vol 8 (1) ◽  
pp. 17-23
Author(s):  
Hryhoriy Vasianovych ◽  
Galina Shewkun ◽  
Kateryna Latyschevska
Keyword(s):  
Student Teacher ◽  
Spiritual Growth ◽  
Professional Activity ◽  
Human Soul ◽  
Spiritual Power ◽  
Social Existence ◽  
Teacher Student ◽  
Fear Of God ◽  
Main Thing ◽  
The Individual

Different approaches to defining the essence and content of the concepts of “love”, “joy” and “fear”, their interaction in terms of teaching are analyzed in the article. It is emphasized that the main thing in love is its spiritualization. Only the spirit, the spiritual power, reveals to a man the true, worthy object of love. Love is creativity, openness of the human soul, it is an organic, aesthetic need of a man. This approach is especially important in the system of relations “teacher – student; teacher – student”. It is proved that the teacher's love for the student must be effective, it is based on trust, mutual assistance, without love pedagogical activity loses its value. An important manifestation of love is the joy of common achievements. Love and joy are related concepts. Joyful hobbies that guide cognition, enter the noosphere of a man, contribute to mental and spiritual growth. Instead, the category of “fear” is defined as an emotion that arises in a situation of threat to the biological or social existence of the individual and is aimed at the source of real or imagined danger. In the article, the concept of “fear” is considered on a Christian basis, and therefore, analyzed as the fear of God and human fear. The need to train specialists in the field of professional and pedagogical activities in the context of solving the outlined problems is emphasized.

scholarly journals Paradigm Space of Modern Higher Education in Ukraine

2020 ◽  
Vol 7 (1) ◽  
pp. 32-40
Author(s):  
Viktoriya Zhelanova
Keyword(s):  
Higher Education ◽  
Intellectual Development ◽  
Social Utility ◽  
Professional Activity ◽  
Self Awareness ◽  
Modern Education ◽  
Cognitive Limitations ◽  
Teacher Student ◽  
The Individual ◽  
Cognitive Paradigms

The article analyzes the paradigm space of higher education in Ukraine. It is proved that the modern education paradigm has a synthetic character, is based on the polyparadigmality principles and is a synthesis of personally oriented ideas, semantic and cognitive paradigms of education. Their nature and characteristics are considered. The units of analysis selected certain components of the paradigm, namely: mission, goals, objectives, guiding values, content of education, basic didactic tools, teacher-student relationships, criteria, functions. It is proved that the situation of confrontation and contradiction of personally oriented, semantic and cognitive paradigms of education is unacceptable, since each of them has its positives and limitations. It was found that cognitive education provides significant potential for intellectual development of the individual, it is its apparent positive. Proved that the cognitive limitations of education lies in its normative and purely social utility, which not related to the unique personality implementation, which is a passive “object” of teacher pedagogical influence; informative cognitive priority led to its content and disciplinary overload, is a serious problem of modern education in higher education institutions. Proved that priority is individually oriented paradigm associated with the formation of free, individual initiative as the “subject” of his life and this education paradigm is reflexive oriented because its values are leading self-awareness, self-development and personal fulfilment future specialist. However, objective knowledge is sometimes overlooked, and this is a certain difficulty of personally oriented education. It is found out that the benefits of the education semantic paradigm are related to the value-semantic attitude formation towards future professional activity, with updating of personal semantic experience; with semantic choice, with development of future specialist semantic potential. The reflexive nature of the personally oriented, semantic and cognitive paradigms of education is substantiated, and it is proved that the modern paradigm of higher education space will constitute a polyparadigmatic synthesis of their ideas accumulated in the education reflexive paradigm. The polyparadigmality essence is revealed as a research methodology, which is a conceptual synthesis of several existing educational paradigms.

scholarly journals DIDACTIC FUNDAMENTALS OF THE MOODLE ELECTRONIC-EDUCATIONAL PLANFORM IN THE STUDY OF GERMAN AS A SECOND FOREGN LANGUAGE

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 185-188
Author(s):  
Halyna Antonyuk ◽  
Lilia Chernysh
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Blended Learning ◽  
Language Education ◽  
Monitoring And Evaluation ◽  
Virtual Learning Environment ◽  
Professional Activity ◽  
Full Time ◽  
Teacher Student ◽  
The Individual

The article considers the didactic principles of the organization of blended learning in the study of German as a second foreign language at the Department of Applied Linguistics of the National University "Lviv Polytechnic". The authors generalized the experience of domestic and foreign researchers on the implementation of blended learning and technology for the development of distance learning courses in the virtual learning environment Moodle. The courses on speech practice, practical grammar, translation disciplines placed on this platform meet the basic methodical requirements for conducting blended and distance learning, take into account the individual trajectory of study, enable interactive interaction between teacher and student; contribute to the formation of communicative sociolinguistic competence of students. The electronic platform Moodle has great potential for the implementation of a comprehensive system of monitoring and evaluation of knowledge and skills of students. Test tasks meet such didactic requirements as accessibility, speed, objectivity, transparency, validity, compliance with the current pace of information flow, etc. With the help of the program-editor of interactive tasks it is possible to develop tests of different complexity and different variations: multiple choice, filling in the blanks, finding matches, compiling crossword puzzles, etc. The test tasks developed and posted by the authors on the Moodle platform for learning German as a second foreign language were successfully tested during 2019/2020, 2020/2021. The results of success are the basis for further improvement of teacher / student interaction in full-time, blended and distance learning. It is concluded that electronic educational platforms are one of the effective opportunities to improve the quality of language education, contribute to the formation of readiness for professional activity in a multicultural space.

scholarly journals THREE-PERSONAL INTERACTION IN THE SYSTEM «LECTURER — STUDENT — TEACHER OF PHYSICAL CULTURE»

Osvitolohiya ◽  
2019 ◽  
pp. 97-102
Author(s):  
Yuliia Zaitseva ◽  
Serhii Novik
Keyword(s):  
Physical Education ◽  
Student Teacher ◽  
Educational Process ◽  
Professional Activity ◽  
Physical Education Teachers ◽  
Physical Culture ◽  
Future Teachers ◽  
Teacher Student ◽  
Personal Interaction ◽  
Comprehensive Schools

The content and forms of educational process of the physical education faculties students were analyzed in this article to organize physical culture and sports work. Pedagogical condition of formation of readiness to organize physical culture and sports work at comprehensive schools by future teachers of Physical Education was justified on the basis of isolated problems. This is directing of the combined efforts of Lecturers of professional disciplines and physical education teachers to support the professional development of future physical education teachers. The pedagogical condition is based on the three-personal interaction within the framework of equal relations in the system «teacher — student — teacher of physical culture», which is directional on the formation of readiness to organize physical culture and sports work by future teachers of Physical Education and provides for the linking of the faculties of physical education with comprehensive schools and another physical culture and sports institutions, where the students join the organization and holding different forms of the physical culture and sports work. Specialists in the field of physical culture and sports role in gaining professional experience by future teachers of Physical Education was found out. Lecturer, this is a person, who has a leading place in the three-personal interaction, who controls this process and directs it. The student is an active participant in the educational process, who has opportunity to form his own professional readiness and gains experience in organization of physical culture and sports work. Physical education teacher and other specialists in this field help to students to see and understand the essence of professional activity «from inside». They coordinate student activities in the organization of various forms of physical culture and sports work in the conditions of comprehensive schools and another physical culture and sports institutions.

ПСИХОЛОГІЧНИЙ СУПРОВІД СТАНОВЛЕННЯ УСПІШНОЇ ОСОБИСТОСТІ У ПРОФЕСІЙНОМУ СЕРЕДОВИЩІ В УМОВАХ СОЦІАЛЬНИХ ТА ОСВІТНІХ РЕФОРМ

1970 ◽  
Vol 8 (1) ◽  
pp. 221-226
Author(s):  
Олена Горова
Keyword(s):  
Social Activity ◽  
Professional Activity ◽  
Subjective Feeling ◽  
Support Worker ◽  
Gainful Employment ◽  
Progressive Development ◽  
Professional Success ◽  
The Social ◽  
The Individual ◽  
Favorable Conditions

Професійне   становлення   особистості   супроводжує   всі   етапи  соціально-вікового   розвитку  особистості.  Трудова  діяльність  є  основним  видом  суспільної  активності,  який  дозволяє  працівнику  задовольняти  основні  потреби,  особливо  у  процесі  постійних  соціальних,  освітніх  реформ.  Важливим  завданням психологічного супроводу працівника у процесі виконання професійної діяльності є забезпечення  сприятливих  умов  формування  професійно  важливих  якостей.  Соціальна  успішність  є  результатом  ефективного  розв’язання  виробничих  завдань, які  мають  суспільно корисну  важливість  та  пов’язані  з  потребами інших людей. Якісний прогресивний розвиток працівника можливий лише за умови збереження  стійкого  позитивного  ставлення  до  професії.  Позитивна  професійна  самоідентифікація  пов’язана  з  ототожненням  та  персоналізацією  працівником  особистісних  рис  працівників,  які  досягли  успіху  у  професії,  мають  суспільно  визнані  результати  діяльності.  Таким  чином,  професійна  успішність  як  суб’єктне  новоутворення  у  якості  відчуття  гордості  за  власні  результати  діяльності  забезпечує  реалізацію традиції наставництва і  передачі позитивного професійного досвіду.    Професійно  успішний  працівник  усвідомлює  необхідність  та  важливість  результатів  своєї  діяльності  для  інших,  що  вимагає,  відповідно,  від  соціального  середовища  усвідомлення  необхідності  визнання  результатів  діяльності  фахівців.  Знехтуваний  суспільством  працівник,  або  той,  результати  діяльності  якого  позиціонуються  як  меншовартісні,  дистанціюється  від  професії  та  має  негативний  потенціал розвитку. Professional formation of the person accompanies all phases of social and age of the individual. Gainful  employment is the main form of social activity that allows the employee to realize the basic needs. An important task  of psychological support worker in the course of professional activity is to provide favorable conditions for the  formation  of  professionally  important  qualities.  Professional  success  is  the  result  of  an  effective  solution  of  industrial jobs that are socially useful and important related to the needs of others. High-quality progressive  development of an employee is only possible while maintaining a stable positive attitude towards the profession.  Positive  professional  identity  associated  with  the  identification  and  personalization  of  employee  personality traits of employees who have been successful in the profession, who have publicly acknowledged  performance. Thus professional success as the subjective feeling of a lump in the pride of their own results of  operations  ensures  the  implementation  of  the  tradition  of  mentoring  and  of  positive  transfer  of  professional  experience.  Professionally successful employees aware of the need and the importance of the results of its operations  for the other, which requires, respectively, from the social environment - awareness of the need to recognize the  performance of specialists. Unclaimed society worker, or the results of operations, which are positioned as less  important, is moving away from the profession and has a negative potential. 

MULTIDIMENSIONAL MANAGEMENT CONTEMPORARY: GENERATION OF SOCIAL MEANINGS FOR A NEW COLLECTIVE IDENTITIES

2018 ◽  
Vol 1 (14) ◽  
pp. 264-273
Author(s):  
Inna Andriivna Semenets-Orlova ◽  
Yaroslava Yaroslavivna Kyselova
Keyword(s):  
Social Activity ◽  
Professional Activity ◽  
Collective Identities ◽  
Dominant Type ◽  
Civil Responsibility ◽  
European Area ◽  
Social Meanings ◽  
Characteristic Features ◽  
Decentralization Reform ◽  
The Individual

The article is devoted to the analysis of the process of generating social meanings on the area of European civilization. Authors assign a separate place to the research of the tendency of increasing social activity in local communities, which accompanies decentralization processes in modern Ukraine. The article analyzes the characteristic features of non-tribes, based on the M. Maffesoli’s concept of “neo-tribalism”, and traces the tendency of reactualization a partly transformed communal way of life of modern tribes. The authors investigate the retrieval of the request for a valuable education in society. It is emphasized on the growing tendency of the filling of the meaning of the professional activity of public administrators, according to the significant request of providing public interests and collective goals by citizens. The authors singled out a new role of public administration — providing public education. In the context of this problem, the authors substantiate the critical need for a successful completion of the authority decentralization reform in Ukraine. Proceeding from the process of neo-tribalism that covers modern Europe, the authors predict the emergence of a new collective identities on the European area. The authors point to a characteristic tendency: Ukrainians are deeply embedded in solving internal problems of society, which manifests in the correction of gaps in cultural and educational policies of past years, self-organization (through volunteer and volunteer movements), civil responsibility for the welfare of their communities, and participation in the management of local affairs. According to the authors, this tendency influences the dominant type of future sociality (it is not the individual “Me”, but “Me as a part of community”).

Quantitative indicators of air traffic controllers’ attitude to the danger of errors

2020 ◽  
pp. 68-78
Author(s):  
O. M. Reva ◽  
V. V. Kamyshin ◽  
S. P. Borsuk ◽  
V. A. Shulhin ◽  
A. V. Nevynitsyn
Keyword(s):  
Human Factor ◽  
Differential Method ◽  
Air Traffic ◽  
Professional Activity ◽  
Aviation Accidents ◽  
Air Traffic Controllers ◽  
The Difference ◽  
Level Of Significance ◽  
The Individual ◽  
High Level

The negative and persistent impact of the human factor on the statistics of aviation accidents and serious incidents makes proactive studies of the attitude of “front line” aviation operators (air traffic controllers, flight crewmembers) to dangerous actions or professional conditions as a key component of the current paradigm of ICAO safety concept. This “attitude” is determined through the indicators of the influence of the human factor on decision-making, which also include the systems of preferences of air traffic controllers on the indicators and characteristics of professional activity, illustrating both the individual perception of potential risks and dangers, and the peculiarities of generalized group thinking that have developed in a particular society. Preference systems are an ordered (ranked) series of n = 21 errors: from the most dangerous to the least dangerous and characterize only the danger preference of one error over another. The degree of this preference is determined only by the difference in the ranks of the errors and does not answer the question of how much time one error is more dangerous in relation to another. The differential method for identifying the comparative danger of errors, as well as the multistep technology for identifying and filtering out marginal opinions were applied. From the initial sample of m = 37 professional air traffic controllers, two subgroups mB=20 and mG=7 people were identified with statisti-cally significant at a high level of significance within the group consistency of opinions a = 1%. Nonpara-metric optimization of the corresponding group preference systems resulted in Kemeny’s medians, in which the related (middle) ranks were missing. Based on these medians, weighted coefficients of error hazards were determined by the mathematical prioritization method. It is substantiated that with the ac-cepted accuracy of calculations, the results obtained at the second iteration of this method are more ac-ceptable. The values of the error hazard coefficients, together with their ranks established in the preference systems, allow a more complete quantitative and qualitative analysis of the attitude of both individual air traffic controllers and their professional groups to hazardous actions or conditions.

Psychological Features of Manifestation of Coping-Resources of Schoolteachers

2021 ◽  
Author(s):  
Tetiana Nechytailo ◽  
Halyna Fesun ◽  
Tetiana Kanivets ◽  
Alla Simak
Keyword(s):  
Coping Strategies ◽  
Stress Resistance ◽  
Coping Behavior ◽  
Teaching Profession ◽  
Coping Resources ◽  
Professional Activity ◽  
Personal Resources ◽  
Negative Effects ◽  
Professional Activities ◽  
The Individual

The article is devoted to the psychological peculiarities of the manifestation of coping-resources of educators. The teaching profession belongs to the category of professions especially vulnerable to stress, since the teacher has to solve various professional tasks in the absence of time and information, constant open contact with people, which entails considerable emotional energy. The professional activity of a modern teacher requires constant and maximum mobilization of their personal resources. Maintaining or enhancing a person's stress resistance is associated with finding and using resources well enough to help the educator overcome the negative effects of stressful situations. The article reveals such characteristics of personality and social environment that facilitate or make possible adaptation to life stresses, promotes the development of a means of overcoming it, and increases stress resistance. These personal structures help a person cope with threatening circumstances and facilitate adaptation. The author analyzes the scientific and psychological approaches to understand personal resources, determinants of the choice of coping-strategies, and the influence of the characteristics of professional activity on the behavior of the individual. Questions about structure, functions, and types of coping behavior are raised. According to the majority of modern researchers, the generalized classification of the methods of mastering stressful circumstances is analyzed: coping aimed at evaluation; problem-oriented coping; coping aimed at emotions. Also presented were the most up-to-date and most modern models of coping resources, which can be viewed from different angles to look at the choice of coping-resources by the personality of the teacher, taking into account the conditions of his professional activity. The organization and methods of conducted research of the features of manifestation of coping-resources in teachers are described. The presented quantitative and qualitative results are disclosed according to the stages of the study. In particular, the analysis of teacher’s coping-strategies depending on the level of emotional burnout, ways of overcoming difficult life situations, as well as the methods of coping-behavior of the respondents. Relationships between teachers' coping-resources and emotional and mental stress as well as the monotony of professional activities are also identified. Adaptive and non-adaptive coping behaviors are differentiated in terms of cognitive, emotional, and behavioral coping strategies are analyzed separately. Based on the theoretical analysis of the scientific literature and empirical research, the author substantiates the relevant conclusions and recommendations for school educators on the effective use of their own coping resources.

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF DIAGNOSTICS TA SHLYAKHIV FORMUVANNYA VIDPOVIDALNOSTI SPECIFICATIONS MAYBUTNIKH FAKHIVTSIV

2021 ◽  
pp. 44-52
Author(s):  
Oleksiy Stepanov ◽  
Albina Venger
Keyword(s):  
Road Safety ◽  
Psychological Characteristics ◽  
Professional Activity ◽  
Dangerous Driving ◽  
Psychological Training ◽  
The Individual ◽  
Psychological Features

The article studies the psychophysiological features of drivers and their impact on road safety. The levels of psychophysiological “danger” and psychological characteristics of drivers are studied based on the analysis of their professional activity. The individual psychological features of drivers caused by disorders of mental regulation of their behavior are determined. The authors propose to improve the system of psychological training of drivers, taking into account the factors of “dangerous driving”.

scholarly journals Student-Teacher Responsibilities in English Studies: An Empirical Analysis of Arab Student and English Faculty Perceptions

2019 ◽  
Author(s):  
Kashif Raza
Keyword(s):  
Student Teacher ◽  
Mixed Methods Research ◽  
Faculty Perceptions ◽  
English Studies ◽  
Student Expectations ◽  
Faculty Expectations ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
English Faculty ◽  
Gulf Arab

Given the vast research on the existence of distinctive student-teacher expectations about their roles in the classroom and their significance in shaping prospective actions, there is a scarcity of studies that examine Arab student expectations and contrast them with their teachers’ expectancies. Realizing this research gap, this study aims to analyze Gulf Arab, Non-Gulf Arab and English Faculty expectations about their roles in English studies. The objectives of the study were to answer four research questions: Do student-faculty expectations about their classroom roles correspond on nine given items; where do the differentiations lie; what are the classroom implications of these dissimilarities; and how teachers and students can share and meet each other’s expectations. Using a mixed methods research design, quantitative data were collected from students and faculty through an online bilingual survey followed by individual interviews for further exploration. The data analysis revealed that mismatches exist in teacher-student expectations and these dissimilar beliefs can influence student-teacher relationship. Five out of nine given items were found statistically significant between English faculty and Gulf and Non-Gulf Arab students where students had higher expectations about their responsibilities; however, Gulf Arab and Non-Gulf Arab student expectations differed only on three items. In addition to other practical suggestions for sharing and aligning divergent expectations, the study proposes employing a teacher-student learning contract to augment student and faculty cognizance of their academic and social obligations as well as assist the school administration in catering for their perspectives.

scholarly journals PERSONAL SELF-REGULATION ROLE IN PREVENTION OF FRUSTRATION IN THE PROFESSIONAL ENVIRONMENT

2017 ◽  
Author(s):  
N. Makarchuk ◽  
A. Stus
Keyword(s):  
Empirical Study ◽  
Theoretical Foundation ◽  
Self Regulation ◽  
Professional Activity ◽  
Social Purpose ◽  
Professional Environment ◽  
State Of Mind ◽  
Psychological Mechanism ◽  
Modern Context ◽  
The Individual

The problem of the personal self-regulation and state of mind functioning are extremely relevant in the modern context. Ukraine’s reform contributions, which sometimes have a total and demonstrative nature, do not have enough constructive influence on the functioning of the individual, both in its internal dimensions of reality, and the implementation of its own professional work and stay in the professional environment. The article presents the results of research on the problem of frustration, describes the specifics of personal self-regulation and its types, based on the existing ability to understand the frustration, on the indicators of social and personal frustration. The frustration study was done in the context of its theoretical foundation and an empirical study of its state on a sample of adults. This gave grounds to establish multifunctional nature of frustration. It is about its specificity as a component of professional activity (activity context) and professional environment (interpersonal context). The necessity to prevent frustration in a professional team has been convincingly proved. It was determined that the object of the prevention should be reflection as a psychological mechanism of the awareness formation of the frustration by personality and the ability to establish its influence on professional activity and professional implementation in a professional environment. Along with this, the uncertainty, as a result of social frustration, and personal frustration, as the interdependence between the motivation of the individual, its relation to one’s own needs and desires and, as a consequence, the ability to search for one’s own social purpose.

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