scholarly journals Dispositional factors of personality professional development of the future teachers of physical education and sport

2018 ◽  
Vol 23 (4) ◽  
pp. 202-208 ◽  
Author(s):  
N.I. Stepanchenko ◽  
Y.A. Briskin
Keyword(s):  
Professional Development ◽  
Physical Therapy ◽  
Physical Education ◽  
Professional Education ◽  
Intellectual Development ◽  
Average Level ◽  
Future Teachers ◽  
Internal Factors ◽  
Signalling System ◽  
The Future

Purpose: The relevance of the problem of professional development of teachers led to the emergence of a large number of publications on this topic in the literature. But these publications do not clarify this very complex phenomenon and do not encourage the emergence of new scientific problems. This has determined the research interest. It is based on the need to clarify idea of internal factors on an intrapersonal level that contribute to the effective professional development of future physical education and sport teachers. The purpose of the work is to study them. Methods: Study participants were students from four Physical Education Faculties (physical education, sports, physical therapy and tourism) of higher education in the field of physical education in Western Ukraine. A total of 356 students participated in the study of internal factors on an intrapersonal level. The choice of research sample was random, the age of students - 18-19 years old. We used the questionnaire to determine the correlation between the two signalling systems and to determine the temperamental characteristics of students. To gather and analyze data we used the quantitative method. Result: Result showed that the second signalling system dominates in the majority of surveyed students. Most of the students with the prevailing second signalling system belong to the faculty of tourism (74%). We have determined the average level of the intellectual development sphere for all students without any exceptions. The highest rates were identified for the students of physical therapy faculty. The future teachers of physical education and sport showed the lowest results in communicative sphere. This is insufficient for professional and pedagogical activity. This group of students showed the best development in psychomotor qualities, even though the results were on average level. In general, we have not determined any significant discrepancies in psychomotor, intellectual and communicative spheres of the future teachers of physical education and sports in comparison with the students of other areas of training. Conclusions: We have demonstrated that the properties of the various personality aspects of the future physical education and sports teacher in the intellectual and communication domains are insufficient for professional work. They require the development of targeted effective methods for professional education and psycho-pedagogical means of motivation. The results of internal factors of students’ personality professional development diagnostics are supported by compliance of their characterological features to the professional demands but also by the conscious professional interests.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

scholarly journals THE PROBLEM OF PERSONAL ORIENTED TRAINING OF FUTURE TEACHER OF MATH FOR SELF-EDUCATION ACTIVITIES ІN HISTORICAL DEVELOPMENT OF PEDAGOGY

2016 ◽  
pp. 91-98
Author(s):  
Marharyta Artemchuk
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Training ◽  
Practical Aspect ◽  
Cultural Development ◽  
Educational Process ◽  
Future Teachers ◽  
Theoretical Terms ◽  
Personal Support ◽  
Technology Professional

The article deals with the problem of personality-oriented training in the context of social and educational problems. The urgency of the organization of self- activity of the future teachers of mathematics is proved.The relevance of self education of future teachers of mathematics is enhanced due to the existence of contradictions between: social demand for higher teachers of mathematics, successful in professional and cultural development, keen in the theory and methodology of professional education “white spots” in terms of personal support of educational process in universities;awareness of the need to improve the quality of the educational process through the use of its ways and means of self education of future teachers of mathematics and lack of pedagogical theory relevant regulations;Interests of students for self-technology professional development and the lack of individually oriented methodological component.Personality-oriented training of future teachers for math self-education as a social and pedagogical problem is very relevant due to the present conditions of entry of Universities of Ukraine into the European educational space, taking into consideration both scientific and practical terms. The scientific aspect of relevance is directly linked with the development of the theory and methods of professional education, which is informal by its nature; it is directly related to updating the objectives and content of professional training of future teachers, based on its personal and humanizing orientation. The practical aspect relates to the problem tasks in the context of the transfer of educational policy into professional development track of an individual student.The results of our problem’s review in theoretical terms is fundamental and multifaceted. It explains the fundamental ties to comprehensive personal developmental paradigm reform of professional training of future teachers, it needs to update to the new legal foundation - the law of Ukraine on higher education. The major problem is to determine the mechanism of self-education of Mai RF mate; laws and principles of its implementation; development of classifications and methods; stimulating activity of students in learning math education, self education values means; justification of a model of self-education of future teachers, which reflects the leading cognitive links between it and their postgraduate training, update the conditions of efficiency of self-education activities.

scholarly journals Pedagogical self-efficacy of future music teachers: factors and ways of development

2017 ◽  
pp. 133-135 ◽  
Author(s):  
T. I. Kremeshna
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
Music Teachers ◽  
Emotional State ◽  
Self Regulation ◽  
Future Teacher ◽  
Previous Experience ◽  
Future Teachers ◽  
The Future ◽  
Mechanisms Of Development

The article deals with the problem of pedagogical self-efficacy, which is closely related to the search for new ways to improve pedagogical activity, to increase the level of professionalism and competitiveness of the future teacher. The author investigates the essence of this concept, its role in the professional development of future teachers, determines the factors and mechanisms of development of pedagogical self-efficacy of future music teachers, in particular: previous experience of success and failures, observation of students’s observation of professional achievements of other people, verbal belief, physical and emotional state of personality, self-cognition as a futuremusic teacher, self-regulation, etc.

scholarly journals Science evaluation methods in physical education courses

2011 ◽  
Vol 16 (3) ◽  
pp. 731-744
Author(s):  
Francisco Gonçalves ◽  
Ágata Aranha
Keyword(s):  
Physical Education ◽  
Formative Evaluation ◽  
Evaluation Methods ◽  
Future Teachers ◽  
Know How ◽  
Evaluation Strategies ◽  
The Future ◽  
Education Courses

The main objective of this study is to verify on what sort of evaluation the eighteen advisors of the physical education and sport's of monographs in Portugal base their judgement when evaluating students. An anonymous and confidential questionnaire was used to verify how their evaluation is processed. Only 38,9% of the advisors explain to their advisees the criteria, parameters, types and objectives of the evaluation that are used in their evaluations. In relation to the formative evaluation, generally, the advisors, in every meeting, take their own conclusions in relation to future classifications, having to do constant feedbacks through a continuous evaluating system. Most of the advisors believe that they would be able to do a much better evaluation if they had more time to spend with their advisees. Finally, 66,7% of the supervisors believe that all the teaching courses should give higher value to the formation in the area of evaluation because it is important to know how to evaluate correctly, so as to be fairer with their students and to learn new evaluation strategies and instruments. The remaining advisors believe that there aren't enough subjects that actually train the future teachers, in their formation, how to evaluate their students.

scholarly journals Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 135-139
Author(s):  
Iryna Knyazheva
Keyword(s):  
Professional Development ◽  
Social Relations ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

scholarly journals The use of productive technologies of professional education as a means of developing critical thinking and forming the subject of future teachers

2021 ◽  
Vol 113 ◽  
pp. 00005
Author(s):  
N.A. Kalugina ◽  
T.V. Dmitrochenko
Keyword(s):  
Critical Thinking ◽  
Theoretical Analysis ◽  
Experimental Work ◽  
Professional Education ◽  
Future Teacher ◽  
Future Teachers ◽  
Actual Problem ◽  
The Future ◽  
The Subject ◽  
Diagnostic Complex

The article describes the actual problem of the development of critical thinking and the formation of the subjectivity of the future teacher in modern conditions. A theoretical analysis of the literature on the problem considered is presented. On the basis of the analysis, in accordance with the purpose and subject of the research, the definitions of the concepts "subjectivity" and "critical thinking", specified by the author of this article, are given. The course and results of experimental work on the development of critical thinking and the formation of subjectivity of future teachers are described. The article provides the rationale for the developed diagnostic complex of methods necessary for the study. As a hypothesis, the authors put forward the statement that the subjectivity and critical thinking of future teachers do not develop without the use of a complex of productive technologies of professional education. The article provides a rationale for the complex of pedagogical technologies necessary for the development of critical thinking and the formation of the subjectivity of future teachers. The results of the study are presented, confirming the effectiveness of the used complex of pedagogical technologies and the dynamics of the formation of the studied personality traits of the future teacher.

scholarly journals ELECTRONIC EDUCATIONAL RESOURCES OF TEACHING OF THE BASIS OF DESKTOP PUBLISHING FOR THE FUTURE TEACHERS OF VOCATIONAL EDUCATION

2019 ◽  
pp. 183-191
Author(s):  
Roman Medvediev ◽  
Liudmyla Shevchenko, ◽  
Volodymyr Umanets
Keyword(s):  
Vocational Education ◽  
Professional Education ◽  
Professional Training ◽  
Content Management ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Resource ◽  
Future Teachers ◽  
Software Environment ◽  
The Future

The article describes the experience of designing and using in the process of training future educators professional training of electronic educational resource for the study of computer layout foundations. In the course of our research, we have found out the possibility of using electronic educational resources in the educational process of Higher education institutions to train future teachers of vocational education. In particular, we have developed an electronic educational resource «Basics of Computer Layout», in which, according to, the necessary training materials and author's methodological developments for learning the basics of computer layout in the Adobe InDesign CS5 software environment are structured. The Word Press content management system (CMS), which has open source code and is distributed under the GNU GPL license, has become a popular medium for creating the described ESM. The developed ESM contains a set of copyright educational and methodological materials, materials for monitoring the level of educational achievements, together they allow the future teachers of vocational training to form the theoretical knowledge and practical skills of the basics of computer layout in the Adobe InDesign CS5 software environment. For the purposeful implementation of conceptual research ideas, the author developed a method for using a complex of electronic educational resources for teaching computer graphics to future bachelors of the specialty 015.10 «Professional education (computer technologies)». The method involves the provision of practical knowledge and skills to future bachelors of vocational education in order to form professional competencies in the Special Informatics discipline (module 3 Fundamentals of computer layout in the Adobe In Design CS5 program).

scholarly journals UMA REFLEXÃO CRÍTICA SOBRE O INÍCIO DA FORMAÇÃO DOCENTE EM EDUCAÇÃO FÍSICA

2021 ◽  
Vol 18 (1) ◽  
pp. 114-122
Author(s):  
Anderson dos Santos Carvalho ◽  
Guanis de Barros Vilela Junior ◽  
Pedro Pugliesi Abdalla ◽  
Nandhara Gabriela Ferreira da Silva ◽  
Mariana Pardinho Lacerda ◽  
...  
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Educational Process ◽  
Theory And Practice ◽  
Intellectual Ability ◽  
Future Teachers ◽  
Self Assessment ◽  
Transformative Teaching ◽  
The Future

The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training.Method:a bibliographical survey ofbooks andcientificarticles was carried out. For this,thekeywords“Teacher training”, “professionaltraining” and “physical education”, were used exclusively in Portuguese language.The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results:It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process.The focus aspects during initial training are “the relationship between theory and practice "," the role of self-assessment in the teaching construct ","constant update", "beginning and path of teaching","convergence between technical and applied training". Conclusion:It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulatecritical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process.

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