ДЕСТРУКТИВНІ ОЗНАКИ ПРОФЕСІЙНОГО САМОСТАВЛЕННЯ ТА ЇХ ВПЛИВ НА ПРОФЕСІЙНЕ ЗДОРОВ’Я ВЧИТЕЛЯ

1970 ◽  
Vol 6 (1) ◽  
pp. 172-183
Author(s):  
Тетяна Дзюба
Keyword(s):  
Occupational Health ◽  
Negative Evaluation ◽  
Professional Activity ◽  
Self Awareness ◽  
Health It ◽  
Self Evaluation ◽  
Career Growth ◽  
Professional Environment ◽  
Professional Self ◽  
The Individual

У статті розглянуто особливості впливу деструктивних ознак професійного самоставлення на професійне здоров’я вчителя. Відмічено, що професійний сенс "Я", який визначає характер професійного самоставлення особистості, виступає латентною й інактивною смисловою структурою, що забезпечує надійне збереження досвіду самоусвідомлення в професії. Підкреслено, що джерелом професійного самоставлення вчителя і відображеного у ньому професійного смислу "Я-професіонал" виступають професійні мотиви та професійні цінності фахівця. Зауважено, що несприятливі умови професійного середовища провокують розвиток деструктивних ознак професійного самоставлення вчителя, прямо й опосередковано впливаючи на його професійне здоров’я. Зроблено припущення, що деструктивні ознаки професійного самоставлення фахівця можуть виступати своєрідними ризиками професійного здоров’я вчителя. За результатами теоретико-емпіричного дослідження розкрито сутність понять "професійне здоров’я", "ризики професійного здоров’я" та "деструктивні ознаки професійного самоставлення". Показано, що деструктивні ознаки професійного самоставлення як специфічні форми активного руйнівного ставлення особистості до самої себе в умовах професійного середовища, потужно впливають на індивідуальні властивості працівника і починають об’єктивно перешкоджати досягненню успіху в професійній діяльності, утруднюють ділове спілкування, гальмують кар’єрне зростання. Проаналізовано результати кореляційного аналізу взаємозв’язку між факторами "негативна оцінка себе як особистості й професіонала" та "негативна оцінка праці" й окремими факторами груп ризиків професійного здоров’я вчителя. Зроблено висновок, що негативна самооцінка вчителя та негативна оцінка власної праці провокують системні зміни інтегральних характеристик фахівця й можуть стати однією з причин спрощення образу "Я-професіонал", впливаючи не лише на особистість педагога, а й на те середовище, яке він організовує навколо себе. The article describes the features of impact of the destructive professional self-attitude on teacher’s occupational health. It is noted that a professional sense of "I", which determines the nature of professional self-attitude, and acts as latent and inactive semantic structure that provides reliable preservation of the experience of the self-awareness in the profession. It is emphasized that the source of teacher’s professional self-attitude and professional sense "I am a professional", which is reflected in it, are professional motivation and professional values ​​of the specialist. It is noted that the adverse conditions of a professional environment provoke the development of the destructive features of techer’s proffecional self-attitude, directly and indirectly affecting his occupational health. It is suggested that destructive features of specialist’s professional self-attitude can act as o kind of risks of teacher’s occupational health. According to the results of theoretical and empirical research essence of the concepts of "occupational health", "occupational health’s risks" and "destructive features of professional self-attitude." is disclosed. It is shown that the destructive features of professional self-attitude as specific forms of active destructive attitude of the individual to himself in terms of professional environment powerfully influence the individual properties of the employee and begin to objectively hinder achieving success in professional activity, complicate business communication, hampering career growth. The results of correlation analysis of the interrelation between the factors "negative assessment of himself as a person and professional" and "negative assessment of labor" and particular factors of groups of occupational health’s risks are analyzed. It is concluded that a negative self-evaluation and a negative evaluation of teacher’s own work provoke systemic changes in the integrated professional characteristics and may be a reason of simplification of the image "I am a professional," affecting not only the personality of the teacher, but also the environment, which is organized around .

scholarly journals GENESIS OF PROFESSIONAL SELF-FULFILMENT OF A TEACHER

2021 ◽  
pp. 135-142
Author(s):  
Svetlana Sergeyko
Keyword(s):  
Personality Development ◽  
Self Regulation ◽  
Self Organization ◽  
Professional Activity ◽  
Self Awareness ◽  
Ideal Self ◽  
Self Actualization ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The article gives the author’s definition of the concept of “professional self-fulfilment of the teacher”, which means a personal strategy of a teacher’s professional activity, aimed at improving their personal qualities and developing their professional competencies. The structural and content components of the professional self-fulfilment of the teacher have been determined: self-understanding, self-actualization, self-identification, self-design, self-organization and self-regulation. It has been proved that each of the six components carries its own function, being central at a certain stage of professional development, determining the course of the teacher’s personality development, and moving at the next stage to a “subordinate” position when it becomes a mechanism for the implementation of a new stage of the teacher’s professional self-fulfilment. Self-knowledge is an activity specially organized by a teacher, the purpose of which is to identify one’s own potential capabilities, actual needs, life meanings in the aspect of professional activity. Self-actualization is an activity specially organized by a teacher, the purpose of which is self-understanding, self-awareness of one’s own uniqueness in professional activity. Self-identification is an activity specially organized by the teacher, the purpose of which is self-identification with one of the self-actualizing professional portraits. Self-design is an activity specially organized by the teacher, the purpose of which is to develop an individual educational trajectory in the direction of his “ideal self-teacher”. Self-development is an activity specially organized by the teacher, the purpose of which is positive self-change of the individual in the direction of his “ideal self-teacher”. Self-presentation is an activity specially organized by the teacher, the purpose of which is the teacher’s presentation of his intermediate and final results. Keywords: Professional self-fulfillment of the teacher; structural and content components of the professional self-fulfillment of the teacher; self-understanding of the teacher, self-actualization of the teacher; self-identification of the teacher; self-design of the teacher; self-organization of the teacher; self-regulation of the teacher.

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.

scholarly journals THE SPECIFIC FEATURES OF THE SPIRITUAL INTELLIGENCE DEVELOPMENT AMONG THE FUTURE EDUCATORS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Eduard Pomytkin ◽  
◽  
Daria Bohdanova ◽  
Keyword(s):  
Self Regulation ◽  
Individual Characteristics ◽  
Spiritual Intelligence ◽  
Theoretical Research ◽  
Professional Activity ◽  
Success Factor ◽  
Self Awareness ◽  
The Individual ◽  
High Level ◽  
Intelligence Development

The results of theoretical research identify the following specific features of spiritual intelligence development among future educators: awareness of self-realization, ability to forecast, professionalism, and capability of the person to self-regulation. Spiritual intelligence is represented as the highest form of intelligence of the teacher’s personality, which determines the structure of one’s values, is used for self-expression (which is the primary goal of pedagogical activity), and is a determining success factor in the process of forming a model of understanding the meaning of life by the followers. The spiritual intelligence of a teacher guides one’s ability for self-improvement and self-motivation for effective, humanistic-oriented pedagogical activity, and is the main mean of finding teacher's own “Me” within the framework of the professional activity. The core traits of the highly-developed spiritual intelligence of the teacher are seen in one’s ability to inspire others, to a deep self-awareness, to flexibility in making pedagogical decisions, as well as in one's capability of representing compassion and openness in relation to the learners. Spiritual and intellectual abilities and skills may have significant differences among people, depending on the individual characteristics of the individual, one’s spiritual beliefs, religious preconditions for one’s formation and development. The spiritual intelligence of the individual can be advanced throughout life, and this tendency may be referred to as the necessary prerequisite for the professional development of teachers and their achievement of a high level of pedagogical mastery.

scholarly journals Future masters of psychology training for professional activity in the conditions of non-formal education

2020 ◽  
Vol 8 (3) ◽  
pp. 49-61
Author(s):  
Viacheslav Osadchyi ◽  
Hanna Varina
Keyword(s):  
Personal Growth ◽  
Formal Education ◽  
Online Course ◽  
Professional Activity ◽  
Scientific Article ◽  
Self Awareness ◽  
Self Actualization ◽  
Professional Self ◽  
Self Knowledge ◽  
The Impact

The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.

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 FORMATION OF UNIVERSAL COMPETENCIES “INTERCULTURAL INTERACTION” IN THE PROFESSIONAL TRAINING OF UNIVERSITY STUDENTS

2020 ◽  
Vol 30 (1) ◽  
pp. 76-82
Author(s):  
N.I. Iogolevich
Keyword(s):  
Higher Education ◽  
Experimental Data ◽  
Professional Training ◽  
Professional Activity ◽  
Self Assessment ◽  
Master's Students ◽  
Intercultural Interaction ◽  
Multicultural Environment ◽  
Professional Self ◽  
The Individual

The article is devoted to the problem of formation and development of the group of universal competences “Intercultural interaction” of master’s students studying in the specialty 08.04.01 Construction. It is shown that the formation of these competences is one of the pressing tasks of higher education. The article presents scientific views on the notion of intercultural interaction. It is concluded that the intercultural interaction is complex, interdisciplinary, described by a number of related terms that require further clarification and distinction. As a working notion, it is proposed to consider intercultural interaction as an integrated characteristic of the competences required for the individual included in social interaction with other cultures (multicultural environment). And the competences themselves are defined by the main approaches to the notion of culture, as well as indicators of their achievements. Experimental data of master’s students of construction specialties on self-assessment of the level of development and rank in professional self-education of competences “Intercultural interaction” are given, which show the need for their further formation, as well as a weak understanding of the importance of these competences for professional activity. The author proposes a pedagogical model for the development of the group of competences “Intercultural interaction”, using a competence-based approach with active and interactive forms of training.

scholarly journals Psychological tolerance of cadets: analysis of assessment of its condition

2021 ◽  
Vol 6 (2) ◽  
pp. 102-109
Author(s):  
Vyacheslav Cvetkov ◽  
Tat'yana Hrustaleva
Keyword(s):  
Police Officers ◽  
Scientific Data ◽  
Survey Method ◽  
Self Awareness ◽  
Educational Organizations ◽  
Professional Activities ◽  
Professional Self ◽  
Internal Affairs ◽  
The Individual ◽  
High Level

The article deals with the problem of forming a tolerant consciousness. The purpose of the study is to assess the degree of expression of students ' own tolerance during the period of training in educational organizations of the Ministry of Internal Affairs of Russia. The research methods used were theoretical and comparative analysis, generalization, interpretation and reinterpretation of scientific data, existing practice; empirical methods: conversation, survey, method of expert assessments. The study sample consisted of cadets and students of higher educational organizations of the Ministry of Internal Affairs of Russia (94 respondents aged 18 to 22 years, 63 men and 31 women). The problems of forming a tolerant consciousness, the structure of tolerance, the importance of tolerance in the professional activities of police officers, as well as in the process of their training and professional development are considered. The results of the study of the degree of self-tolerance among cadets of educational organizations of the Ministry of Internal Affairs of Russia are presented. It is shown that despite a fairly high level of tolerance, the main problem point for cadets is the formation and development of their active life position. An adequate level of tolerance of cadets is an indicator not only of the social maturity of the individual, but also indicates the formation of their professional self-awareness. The obtained results and conclusions are relevant for the organization of psychological work in the internal affairs bodies.

scholarly journals PROFESSIONAL SELF-REALIZATION OF PERSONALITY AS A DETERMINANT OF SCIENTIFIC AND TECHNICAL AND SOCIO-ECONOMIC DEVELOPMENT OF SOCIETY

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
M.Y DVOEGLAZOVA ◽  
Keyword(s):  
Economic Development ◽  
Dialectical Materialism ◽  
Professional Activity ◽  
Psychological Science ◽  
Socio Economic Development ◽  
Leading Position ◽  
Scientific Technical ◽  
Professional Self ◽  
Public Meanings ◽  
The Individual

In the article, the process of professional self-realization of the individual is interpreted as determinants of the scientific, technical andsocio-economic development of society from the standpoint of dialectical materialism as a theoretical and methodological basis of domestic psychological science. Self-realization is considered as a process of subjects` realization in a professional activity of universally-active abilities, that ensuring the creation of social values which determine the progressive cultural-historical and socio-economic development of society. The basics of the study of the problem of self-realization which began intensively developed in the domestic psychological science since the 1970`s were laid in the works of S.L. Rubinstein, formulated in the 1920`s principle of creative independent activity, in which person creating socially valuable products purposefully manifests and develops his own essential forces, enriches society with cultural results of life activity, contributing to its development. A self-fulfilling person is characterized by an active civic position, manifested in self-determination, initiative, self-discipline, responsibility, independence in activities aimed at creating of public goods, a reflective type of construction of one’s being, different from a reactive type of existence, the main purpose of which is only adaptation to living conditions for implementation own needs without taking into account the needs of society. The scientific, technical and socio-economic development of the country as a priority objective of domestic state policy, the implementation of which will ensure the leading position of the Russian Federation among the scientific, technical and socio-economically highly developed powers of the world, is possible only if the subject of being realized his essential forces as universal activity abilities in labor determined by public meanings. The alienation of person from work determines the alienation of an individual from its essential uniqueness, which in turn causes a violation of the course of human phylogenetic development and the cultural and historical development of civilization.

scholarly journals DEONTOLOGICAL COMPONENT OF EVALUATION-ANALYTICAL COMPETENCE OF A TEACHER

2021 ◽  
pp. 198-202
Author(s):  
Taisa Smagina 
Keyword(s):  
Basic Knowledge ◽  
Professional Behavior ◽  
Professional Activity ◽  
Research Approach ◽  
Self Awareness ◽  
Professional Standard ◽  
Personal Traits ◽  
Innovative Thinking ◽  
Professional Self ◽  
Oriented Research

With the approval of teachers’ professional standard there is a need for a qualitatively different teacher training, which allows to combine the fundamentals of professional basic knowledge with innovative thinking and practice-oriented research approach to the implementation of a new evaluation format. Modernization of the system of education in Ukraine has radically changed the «portrait» of the modern teacher and the requirements for his work. There is a demand for professionals who not only know their subject well, but also have a flexible professional self-awareness, emotional intelligence and communication skills focused on creativity, innovation, entrepreneurship. There is a need to create a route map for the development of teachers` professionalism in Ukraine. The analysis of the teacher’s professional standard encourages to more detailed definition and comprehension of the value sphere of teacher`s professional activity. It is here, in our opinion, that the achievements of a relatively new field of scientific knowledge − pedagogical deontology − should be used. The purpose of the article is to identify and determine the place of the deontological component within the teacher`s evaluative-analytical competence in the formulation of teacher`s professional standard. Based on the comparative analysis of literature sources, the author's conclusions are formulated. Motivational-value (personal) component of the structure of evaluative-analytical competence clearly reveals the personal traits of the teacher, which gives the opportunity to reveal students` motives and aspirations. This gives grounds to define the motivational-value (personal) component as a deontological component of the teacher’s evaluative-analytical competence. It should be a trigger for fair and motivating assessment that enables the student to feel valued and find meaning in learning. The teacher forms certain models of professional behavior, which are a manifestation of the formation of his evaluative-analytical competence.

scholarly journals PROFESSIONAL PEDAGOGICAL MOBILITY AND SPECIFIC FEATURES OF ITS FORMATION

THE BULLETIN ◽  
2020 ◽  
Vol 6 (388) ◽  
pp. 322-331
Author(s):  
Aidarov Bakytzhan, ◽  
◽  
Tangkish Nazira, ◽  
Utegenov Bakyt, ◽  
◽  
...  
Keyword(s):  
Human Life ◽  
Modern Society ◽  
Professional Activity ◽  
Present Stage ◽  
Stage Of Development ◽  
Professional Mobility ◽  
Professional Environment ◽  
Professional Image ◽  
The Individual ◽  
Pedagogical Environment

Researching the content of the issue of professional and pedagogical mobility, we note the following. At the present stage of development of modern society, the problem of professional and pedagogical mobility is especially relevant. It is characterized by the growth of intensive and progressive changes in society, covering all spheres of human life, including the professional sphere. For a modern specialist to be successful and necessary, he must be mobile, ready for changes, able to quickly adapt to changing conditions, that is, he must be professionally mobile. Great importance is attached to the consideration of professional and pedagogical mobility as a pedagogical category. Concepts such as "mobility", "professional mobility", "pedagogical" are analyzed. On the basis of research and supplementation of these concepts there is a problem of independent understanding of professional and pedagogical mobility as a characteristic of the individual, which is reflected in the process of professional activity, readiness to develop, self-structuring and adapt to changes in the changing professional environment. The article clarifies the need to create a personal professional image, to organize and implement practical activities to get closer to this person, to detail the main steps for reorganization in connection with the changing conditions of the professional and pedagogical environment.

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