scholarly journals Pedagogical Giftedness as a Key Prerequisite for Efficient Modern Educational System

2019 ◽  
pp. 37-49
Author(s):  
Vladimir A. Mazilov ◽  
Yuriy N. Slepko
Keyword(s):  
Teacher Training ◽  
Professional Activity ◽  
Teaching Staff ◽  
Professional Activities ◽  
Functional Methods ◽  
Time Modeling ◽  
Study Results ◽  
Psychological Structure ◽  
Professional Self ◽  
First Time

Introduction. The paper represents the analysis of the ability to teach within the context of the study of the phenomenon of giftedness and psychological structure of a teacher’s professional activities. The objective of the paper is to analyze key areas of the development of the concept of teacher giftedness. This approach allows to describe the basic qualities of the efficient pedagogical activity at the stage of training teachers at higher school. Materials and Methods. Description of key areas of the concept of pedagogical giftedness is based on the ability theory, proposed by V. D. Shadrikov. At the same time, modeling processes of goal-oriented development of pedagogical giftedness is based on a set of modern research psychological methods of structuralfunctional analysis allowing for prediction of properties of the pedagogical system of a teacher, which has such characteristics as varying degrees of success. Organizational methods (first of all, comparative) open up possibilities for assessing the effectiveness of giftedness-in-training development at different stages of teacher training – pre-university, undergraduate and post-graduate. The choice of empirical methods is substantiated by the results of theoretically modeling the structure and ways of development of pedagogical giftedness at the stage of professional self-determination at school, under conditions of educational and independent professional activity. Out of interpretative methods, the most significant (in the context of planned results) are genetic, structural and functional methods . Results. Based on the analysis of the theory of abilities, taking into account the progress in the activitybased approach, a new understanding of the object of psychological sciences as the inner personal world, the methodological validity of the concept of goal-oriented development of pedagogical gift under conditions of teacher training is substantiated. The results obtained make it possible to get a fresh look at the problem of the teacher’s professionally valuable qualities and translate its solution from analytical to systemic research methodology. In the concept proposed by the authors first time ever, the phenomenon of giftedness is considered within the context of its formation in teacher college student, while the subject of the bulk of contemporary research is the object of pedagogical influence. Discussion and Conclusion. The practical application of the study results can significantly modernize the process of teacher training in pedagogical colleges and universities. They will be useful for the teaching staff of pedagogical universities, secondary vocational education institutions, and departments of continuing education.

scholarly journals INDICATORS OF FUTURE AGRARIANS PROFESSIONAL IDENTITY

2018 ◽  
Author(s):  
Larisa Afanasenko
Keyword(s):  
Professional Identity ◽  
Agricultural Sector ◽  
Professional Activity ◽  
Training And Education ◽  
Professional Activities ◽  
Psychological Structure ◽  
Professional Self ◽  
The Individual

In the article provided the research results of component indicators that define the professional identity of agrarian students while the period of training and education. Empirical data defined the determinant biographical indicators that influence the formation of professional self-identification, namely, positive experience of the student’s work in the agricultural sector and the positive emotional and appraisal of the individual’s view of the future profession formed on the basis of monitoring the professional activities of specialists in the agricultural sector. It is revealed that professional self-identification is a product of long-term personal and professional development, which appears in the process of professional activity and obtaining professional experience. There are also defined the determining curriculum parameters of professional identity and the scheme of professional identity components of agrarian students according to the training course. Presented the basic mechanisms of professional identity of the individual. Examined that the problem underlying the process of professional self-determination, which implies a deliberate act of career choices based on activation of the internal potential of the individual. Discovered professional identity as a semantic condition of professionalism formation that reflects the level of mastery by the human of the psychological structure of professional activity and providing of natural quality of self-realization. The notion was defined by serving an indicator of the internal maturity of the individual as a manifestation of professional identity, providing some stabilizing functions of socialization and integration of subject-object relations in professional activities.

ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ КУЛЬТУРЫ КУРСАНТОВ КАК НЕОБХОДИМОЕ УСЛОВИЕ СТАНОВЛЕНИЯ СОТРУДНИКА УИС

2020 ◽  
Author(s):  
Alexander Votinov
Keyword(s):  
Russian Federation ◽  
Professional Culture ◽  
Professional Activity ◽  
Teaching Staff ◽  
Successful Performance ◽  
Current State ◽  
Professional Self ◽  
The Russian Federation ◽  
Executive System ◽  
High Level

Современное состояние и развитие уголовно-исполнительной системы Российской Федерации диктует необходимость овладения будущими специалистами комплексом определенных знаний, умений и навыков, позволяющих им эффективно решать служебные задачи. Одним из путей повышения профессионального уровня специалистов является формирование и развитие профессиональной культуры. Проведенный в статье анализ понятия «профессиональная культура» позволяет констатировать сложность его содержания, что связано с особенностями профессиональной деятельности сотрудников УИС, многообразием решаемых задач. Автором подробно исследуется процесс формирования профессиональной культуры в вузах ФСИН России, рассматриваются особенности работы в данном направлении профессорско-преподавательского состава, командиров строевых подразделений, сотрудников отделов по работе с личным составом, приводятся возникающие при этом проблемы и предлагаются возможные пути решения. Отмечается, что успешность формирования профессиональной культуры курсантов зависит от их профессионализма, дисциплинированности, инициативности, настойчивости и личного примера сотрудников. В заключение подчеркивается, что высокий уровень профессиональной культуры сотрудника УИС является условием успешной служебной деятельности и целью дальнейшего профессионального самосовершенствования.The current state and development of the criminal Executive system of the Russian Federation dictates the need for future specialists to master a set of certain knowledge, skills and abilities that allow them to solve official tasks effectively. One of the ways to improve the professional level of specialists is the formation and development of professional culture. The analysis of the concept of «professional culture» in the article allows us to state the complexity of its content, which is associated with the peculiarities of professional activity of employees of the UIS, the variety of tasks to be solved. The author studies in detail the process of formation of professional culture in the universities of the Federal penitentiary service of Russia, examines the features of work in this direction of the teaching staff, commanders of combat units, employees of departments for work with personnel, presents the problems arising in this case and suggests possible solutions. It is noted that the success of the formation of professional culture of cadets depends on their professionalism, discipline, initiative, perseverance and personal example. In conclusion, it is emphasized that the high level of professional culture of the employee is a condition of successful performance and the purpose of further professional self-improvement.

scholarly journals Assessment of Instructors’ Technology Competency to be Used in the Settings of Formal and Non-Formal Education

2019 ◽  
Vol 8 (5) ◽  
pp. 29
Author(s):  
Myroslava P. Vovk ◽  
Halyna I. Sotska ◽  
Olena V. Trynus ◽  
Olga Ja. Muzyka
Keyword(s):  
Formal Education ◽  
Professional Competence ◽  
Value Orientations ◽  
Professional Activity ◽  
Teaching Staff ◽  
Self Assessment ◽  
Teaching Technology ◽  
Technology Competency ◽  
Cognitive Aptitude ◽  
Study Results

The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); “Square of Values” methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass’s questionnaire on orientations entitled “Personality orientations”, Henning’s methodology called “Structure of Interests”, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.

scholarly journals PROFESSIONAL CHOICE OF YOUTH IN MODERN KAZAKHSTAN

2020 ◽  
pp. 283-290
Author(s):  
M. K. Shnarbekova
Keyword(s):  
Labor Market ◽  
Young People ◽  
Supply And Demand ◽  
After School ◽  
Professional Activity ◽  
Sociological Research ◽  
Social Changes ◽  
Study Results ◽  
Professional Self ◽  
Market Needs

This article presented the most significant changes that took place in professional self-determination of young people in connection with economic and social changes of Kazakhstan. The aspirations of young people and their actual steps in choosing the path after school, especially the motivation to form an idea of the future professional activity are considered. Modern practices of educational guidance and professional choice of Kazakhstani youth are analyzed. Sociological research of the features of professional choices of young people in all its versatility opens up new opportunities and prospects in the study: the balance between supply and demand in the labor market. In article we aimed to answer the following research questions: Is the professional choice of young people «alarmingly» unrelated to the labor market needs? What objective and subjective motives guided the youth in a professional choice?  According to the methodology of the study, the sample is 1000 respondents. The survey covers all groups of young people in Kazakhstan – the sample represents young people by gender, age, nationality, marital status, presence of children, level of education, type of employment, degree of religiosity, level of material situation of households and type of settlement. The study results are processed and analyzed using custom software SPSS for Windows (version 21).

scholarly journals Universal coordinates and methods of reformatting an ambiguous humanitarian paradigm

2021 ◽  
Vol 84 (4) ◽  
Author(s):  
V.I. Tsoі ◽  
Keyword(s):  
Self Regulation ◽  
Qualitative Difference ◽  
Functional Model ◽  
Self Determination ◽  
Educational Activity ◽  
Professional Activity ◽  
Market Uncertainty ◽  
Or Efficiency ◽  
Professional Activities ◽  
Professional Self

In the conditions of market uncertainty, the coronavirus pandemic, the absence of an officially articulated national idea, national interests and ideology in Kazakhstan, the problem of the lack of logically justified and coordinated coordinates of systemic thinking, an unambiguous paradigm of humanitarian thinking (analytical, pedagogical, managerial, economic, etc.) is becoming more and more clearly realized as the most important conditions for personal, civil and professional self-determination. The purpose is to substantiate the general logical coordinates and methods of reformatting the ambiguous humanitarian paradigm used in the activity. The study used various methods: the ontological principle of genetically meaningful logic, the method of transformation of concrete images of objects based on their abstract essence, the method of ascent from the abstract to the concrete, the speculative language of schematic images of thought and the language of methodological theory of activity. Logically justified universal abstract-concrete coordinates of universal motion are given. In relation to life and the world of activity, they can be concretized by coordinates: "standard of living – efficiency of activity", or "efficiency of activity – time", or "results – costs", or "quality – quantity", etc. The use of motion vectors in the logic of descent from the concrete to the abstract (NCA), ascent from the abstract to the concrete (AAC), as well as in their combination – logic CAC gives certainty to thinking. As an example, the scheme of the qualitative difference between educational (pre-professional) activities from professional ones using these methods and paired dialectical categories is given. The scheme and description of the functional model of the system object, considered as a rubicon of the transformation of educational activity into professional activity, are given. To reformat the indefinite, ambiguous paradigms of the humanities used in the activity into functional-logical, visible, constructive and unambiguous, it is recommended to use abstract-concrete coordinates, the methods given, the language of schematic images and the paradigm of the methodological theory of activity. As an example, the concept of a typical unit of activity development is given. A visible unambiguous paradigm is a necessary, but not sufficient prerequisite for adequate personal, civil and professional self-determination of a person in situations of high uncertainty. A sufficient prerequisite is the acquisition by subjects of appropriate reflexive-thinking abilities for self-determination, self-organization, self-regulation, etc.

scholarly journals Indicators of the effectiveness of higher legal education: the activities of the teaching staff

2021 ◽  
Vol 3 ◽  
pp. 69-70
Author(s):  
A.V. Bezrukov ◽  
◽  
I.V. Teplyashin ◽  
Keyword(s):  
Legal Education ◽  
Educational Process ◽  
Professional Activity ◽  
Teaching Staff ◽  
Law Schools ◽  
Educational Organization ◽  
Professional Activities ◽  
Research And Teaching ◽  
Current State ◽  
Qualitative Characteristics

The article considers the qualitative characteristics of the current state and development of higher legal education through the prism of professional activities of participants in the educational process. The main approaches to the establishment of criteria and indicators of professional activity of the teaching staff are highlighted. Promising directions of modernization of indicators of functioning of the educational organization are offered. The authors emphasize that the transparency and objectivity of indicators of the functioning of law schools and research and teaching staff can act as a vector for the modernization of higher education in general.

scholarly journals SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF STUDENTS

2018 ◽  
Author(s):  
Olena Muzуka
Keyword(s):  
Self Efficacy ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
Professional Activities ◽  
Regulatory Processes ◽  
Freshmen Students ◽  
The Social ◽  
Professional Self ◽  
High Level

The article deals with the peculiarities of self-efficacy of freshmen students. The structure and possibilities of development of separate components of self-efficacy in educational-professional activity are analyzed. The results of empirical research are described and and assumptions made about inter- and intra-subjective conditions for the inclusion of self-efficacy in value-motivational regulatory processes that promote the professionalization of students. According to the results of the study, first-year students are generally determined by a rather high level of self-efficacy, which is an indicator of psychological readiness for profession. The formation of professional self-efficacy is largely influenced by the conditions of the social environment and educational and professional activities. Self-efficacy is based on value experience and internal standards of activity, defines the direction and motivation of a person. In this regard, self-efficacy is one of the most important factors for the successful professionalization of students.

scholarly journals Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

2015 ◽  
Vol 7 (4) ◽  
pp. 60-72
Author(s):  
R.F. Akhtarieva
Keyword(s):  
Teacher Training ◽  
Educational Program ◽  
Educational Programs ◽  
Professional Standards ◽  
Professional Activity ◽  
Professional Performance ◽  
Professional Activities ◽  
Teaching Position ◽  
The Future ◽  
Teacher Professional

A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training tomakeitmorepractice-oriented, sothe ability of the future teachertoactaccordingtotheprofessional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light ofideaof “eventness” whenIncomingorOutcomingEventmeansthe level of ability to professional performance.

Results of emotional burnout study among oncologists in Russia.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 11011-11011
Author(s):  
Tatiana Semiglazova ◽  
Sufia Safina ◽  
Ilya Tsimafeyeu ◽  
Vera V. Karaseva ◽  
Gulnara Mukhamediarova ◽  
...  
Keyword(s):  
Factor Model ◽  
Maslach Burnout Inventory ◽  
Professional Activity ◽  
Russian Society ◽  
Extensive Experience ◽  
Professional Activities ◽  
Work Related ◽  
Study Results ◽  
Significant Difference ◽  
Emotional Burnout

11011 Background: Emotional burnout (EB) is a syndrome caused by chronic work-related stress. This is a non-adaptive reaction to chronic stress resulting from professional activities and leading to the depletion of emotional and personal resources. Oncologists have high burnout risk, because involuntarily involved in the negative experiences of patients and get emotional stress. So it is important to develop measures to prevent EB for medical oncologists. Aim: The aim is to study the prevalence and severity of EB among oncologists and to develop preventive measures. Methods: A screening survey of the Russian Society of Clinical Oncology (RUSSCO) was conducted among 389 oncologists in various regions of Russia. The Maslach Burnout Inventory and online self-administered questionnaire were used. The questionnaire was sent out in November 2019. The questionnaire was based on a multi-factor model, which includes the following components: emotional exhaustion, depersonalization, reduction of professional achievements. Results: The average age of the respondents was 49.5 years, 61% of them were female. Chemotherapists made up 47.5%, 28% were surgeons, 8.5% were radiotherapists, 7% were diagnostic profile specialists, administrators made up 3%, 14.5% of the respondents had related specialties: clinical psychologists, pathologists, palliative care doctors. 30% of respondents had scientific degree. The results of the study were the following. 71.6% of specialists have expressed EB syndrome; 28% at EB formation stage, 1% have no signs of EB. There wasn’t a significant difference in EB rates across oncologists of various specialties. All stages of EB were identified. Female specialists are more likely to have manifestations of EB. EB severity was the same for doctors of inpatient and outpatient care. The extreme mode of work did not show significant differences of EB among both male and female specialists. First 5 years and more than 15 years of professional activity are most vulnerable to development of EB. EB was least affected by specialists over 65 years old with extensive experience. Conclusions: Hight level of EB was revealed among oncologists. Study results should be used during EB prevention, development of psychotherapeutic assistance and in educational programs.

scholarly journals ПРОЄКТУВАННЯ МОДЕЛІ ОСВІТНЬО-КОМУНІКАТИВНОГО СЕРЕДОВИЩА ПРОФЕСІЙНОЇ ПІДГОТОВКИ УЧИТЕЛІВ-ФІЛОЛОГІВ ЗВО

2020 ◽  
pp. 44-55
Author(s):  
Тетяна Григоренко ◽  
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Professional Training ◽  
Professional Competence ◽  
Higher Education Institutions ◽  
Practical Significance ◽  
Professional Activity ◽  
Professional Activities ◽  
Cross Cultural Communication ◽  
Professional Self

he article is devoted to the design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions and substantiation of the essence of functions used in the study of the application of innovative technologies in professional activities. The aim of the article is to characterize the semantic principles of designing the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. Achieving the goal involved the use of a number of methods: general – analysis, synthesis, abstraction and generalization, which made it possible to design a model of educational and communicative environment for the training of teachers of philology of higher education institutions; structural-logical analysis – allowed to outline the functions of the model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. In addition, the article outlines and analyzes the main scientific sources on this issue. The article characterizes the content principles of designing a model of educational and communicative environment of professional training of teachersphilologists of higher education institutions, formation of professional competence, readiness of future teachers-philologists for professional activity, professional self-improvement and development, formation of integration knowledge and prognostic skills. The practical significance of the research lies in the development and design of a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions. As a result of the research, we came to the following conclusions that designing a model of educational and communicative environment of professional training of teachers-philologists of higher education institutions involves creation of the optimal conditions for teaching language and literature; stimulation of speech and mental activity of students; development of their critical thinking, language personality, multiple intelligence and cross-cultural communication; ability to conceptually model information; expansion of knowledge space taking into account individual styles and learning strategies. We see prospects for further development of this thematic area in the implementation of internal and external system communication, coordination of communicative and pedagogical actions, recording and adjusting learning outcomes.

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