scholarly journals Psychological Analysis of the Problem of Marginalism, Procrastination and Learned Helplessness as Barriers to Personal and Professional Development

2020 ◽  
Vol 25 (3) ◽  
pp. 90-100
Author(s):  
L.M. Mitina ◽  
G.V. Mitin
Keyword(s):  
Professional Development ◽  
Learned Helplessness ◽  
Social Institutions ◽  
Social Consciousness ◽  
Educational Process ◽  
Self Determination ◽  
Psychological Analysis ◽  
The Family ◽  
Professional Self ◽  
Negative Phenomena

Solving the problem of personal and professional development of modern man requires the formulation of a number of interconnected theoretical, experimental and practical problems. One of the main ones is the need to study psychological barriers — those negative phenomena that affect individual and social consciousness. The article presents a psychological analysis of marginalism and procrastination as barriers to personal and professional development of a person. The main sign of the marginality of professional consciousness and self-consciousness is the inversion of values and meanings, the desire to have benefits not by realizing one’s uniqueness as an individual and professional, but by receiving them undeservedly in the shortest way. The person’s tendency to constantly postpone the planned actions and important matters — procrastination — causes a distortion of self-determination in personal and professional self-determination. The main psychological factor in the manifestation of marginalism and procrastination of a specialist is the emergence in childhood and the consolidation in the educational process of schools and universities of various forms of personal (learned) helplessness. An important resource for the prevention and correction of learned helplessness, marginalism and procrastination is a favorable educational environment in the family, school, university, and other social institutions.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Features of professional self-determination in various types of families (on the material of dynasties)

2019 ◽  
pp. 52-56
Author(s):  
Nikolay V. Shamanin ◽  
Vitaliy Ye. Lapshin
Keyword(s):  
Professional Development ◽  
Family Members ◽  
Self Determination ◽  
Lag Effect ◽  
The Family ◽  
Professional Self ◽  
The Individual ◽  
Determining Factor

This article addresses the problem of determining the professional self-determination of younger family members. The article provides an analysis of the views of researchers on the role of the family in the professional development of an individual. The article deals with the problems of professional self-determination in dynastic and non-dynastic families. The question arises, whether the family is a support for its younger members on the basis of which, successful formation of professional qualities of the individual takes place, or the family may produce a "lag effect", ignoring inclinations, flairs and interests of the child. The study allows the authors to conclude that there is a transgenerative transference in the professional self-determination of the individual. The authors suggest that transgenerative transference is the main determining factor of professional self-determination in dynastic families, determining the choice of a profession by younger members of a dynastic family. It has been suggested that transformational phenomena occur in the process of professional self-determination of younger family members according to the types "inversion" (inversion), "hypertrophy" (amplification) and "deformation (distortion)".

scholarly journals The Pedagogical Basis for the Organization of Professional Self-Determination Among Junior Medical Students

2020 ◽  
pp. 4-10
Author(s):  
L. V. Chernysheva
Keyword(s):  
Professional Development ◽  
Medical Students ◽  
Social Groups ◽  
Educational Environment ◽  
Educational Process ◽  
Self Determination ◽  
Problem Analysis ◽  
Professional Self ◽  
Practice Methods ◽  
Medical University

Objective: to identify the main pedagogical techniques of the organization of an educational environment for indirect and purposeful management of the process of personal and professional development of specialists in a medical school.Material and methods. The following methods were applied: the methods of theoretical analysis including philosophical, psychological and educational, the method of methodological literature on the problem, problem analysis in existing practice; methods of observation and sociological methods.Results. In order to ensure successful professional selfdetermination of all year medical students, it is necessary: to specify important professional qualities of general practitioners and the requirements for their competitiveness; to develop a modular program of the development of the students` subjective position and the criterion basis for evaluation of the levels of their professional selfdetermination; to develop programs for personal and professional selfdetermination of students and their pedagogical assistance, to develop methodical recommendations for professors on how to create conditions for successful adaptation of students and their professional selfdetermination.Conclusion. The developing sociocultural and educational environment of a medical university favors the formation of professionally significant qualities of doctors to be, provided students constantly reconsider their roles in different social groups, their status in the educational process, positions in educational and professional and sociocultural situations, which is inherent from the necessity to communicate and interact with people.

scholarly journals Conditions of activities of the federal innovative site "Pedagogical Leadership"

2020 ◽  
Vol 8 (2) ◽  
pp. 14
Author(s):  
D. D. Yarkova ◽  
T. G. Mukhina ◽  
V. A. Malinin ◽  
S. N. Sorokoumova
Keyword(s):  
Professional Development ◽  
General Education ◽  
Educational Programs ◽  
Educational Process ◽  
Innovative Activity ◽  
Self Determination ◽  
Creative Potential ◽  
Depth Study ◽  
Professional Self ◽  
Innovation Platform

Introduction. This article discusses the problem of developing the creative potential of a teacher. The theoretical and methodological approaches to this problem are analyzed. The theoretical basis of the study was the work of the idea of innovative activity as a factor in the development of the school and the general education system as a whole (V.N. Averkin, A.G. Kasprzhak, N.M. Martynova, N.A. Sadovsky and others); general issues of innovation (V.A. Bolotov, V.I. Zagvyazinsky, A.G. Kasprzhak, M.V. Klarin, V.A. Slastenin, etc.); ideas of pedagogical innovation and the role of the teacher in the development of innovative processes (Yu.K. Babansky, V.I. Zagvyazinsky, G.A. Ignatiev, A.P. Tryapitsyna, A.V. Khutorskoy, etc.).As a result of the study, it was found that one of the leading tasks in the development of the lifelong education system is the orientation of educational programs towards teaching the skills necessary for innovative activity, including analytical and critical thinking, the pursuit of new things, the ability to constantly learn, readiness for reasonable risk, creativity and enterprise, willingness to work in a highly competitive environment. At the same time, the practice teacher must be psychologically prepared for pedagogical activity in the new sociocultural conditions, make original non-standard decisions, plan the educational process and predict possible results, be prepared for innovative activities. One of the possible ways of professional development of a teacher-practitioner is his participation in federal innovation platforms. Under the conditions of the federal innovation platform, the development of the scientific and innovative potential of educational organizations, the introduction of innovative educational programs, the inclusion of students and teachers in design and research activities aimed at unlocking the creative potential of educational institutions is being updated.The work emphasizes that according to the research of modern scientists (V.Zhabina, S.N. Tolstov, etc., innovative activity is inseparable from creativity, because it provides the generation of new ideas, the implementation of which become innovations. As a result, the purpose of the study is actualized: development of the teacher’s creative potential in the context of the activities of the federal innovative platform “Pedagogical Leadership”.Materials and methods. A model of complex psychological and pedagogical support for professional self-determination and professional career of students is developed and presented. The model is implemented on the basis of the Municipal Public Educational Institution “School No. 187 with in-depth study of individual subjects” in the city of Novgorod. The school carries out general education programs (the normative period of study is 2 years); general educational programs with an in-depth study of the economy (standard training period of 2 years); general educational programs with in-depth study of mathematics (the normative period of study is 2 years).In order to determine the initial features of professional self-determination of high school students, a pilot study was conducted. The diagnostic tools are based on the following methods: the questionnaire of personal orientations of E. Shostroma, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika – measures the self-actualization of the personality (CAT); methods of studying the factors of attractiveness of the profession (V.A. Yadov, modification N.V. Kuzmina, A.A. Rean).Results. The purpose of the study was realized on the example of the experimental work of the MAOU “School No. 187 with in-depth study of individual subjects” (Nizhny Novgorod). Since 2019, this school has been a member of the federal innovative platform “Pedagogical Leadership”. The authors note that the innovative platform is a motivational, informative and technological resource for the professional development of the teacher. At the same time, along with pedagogical leadership, the development of creative potential is a key element in achieving the effectiveness of the school system, focused on the implementation of innovative projects.The article defines the tasks of implementing the innovative platform "Pedagogical leadership." The following directions of work are revealed: 1) organization of a project-initiative group, the main function of which is to develop a concept and model of activity of an innovation platform, determine the ways of its functioning in terms of child-adult interaction in general education; 2) the formation of a modern and safe digital educational environment, providing high quality and accessibility of general and additional education to the subjects of the educational process; 3) ensuring the professional development of the teacher in accordance with his needs and motives; 4) the development of teaching aids, programs, monographs together with university teachers; 5) the introduction of effective mechanisms for encouraging educators; 6) improving the system for assessing qualifications and the quality of the results of a teacher. The practical significance of innovative solutions in the framework of the implementation of the innovative project “Pedagogical Leadership” consists in the fact that the pedagogical community is offered specific conceptual and methodological products that ensure the formation of a new image of a leading teacher who takes an active life and professional position, has creative potential, and innovative activity skills.Discussion and Conclusions. Based on the results of the study, the following conclusions can be drawn. For a relatively short time of our research, we revealed positive dynamics in the studied group of teachers. The results obtained indicate the feasibility of the study. We also note that as a result of the activities of the federal innovative platform “Pedagogical Leadership”, it is planned to create a project office for the formation of pedagogical leadership in continuing education.

SPECIFICS OF PROFESSIONAL SELF-DETERMINATION AND INTERGENERATIONAL RELATIONS AMONG STUDENTS WITH A CRISIS CHARACTER OF PROFESSIONAL DEVELOPMENT

2021 ◽  
pp. 81-96
Author(s):  
Marina D. Petrash ◽  
◽  
Aleksandra E. Garmonova ◽  
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Early Adulthood ◽  
Intergenerational Relationships ◽  
Intergenerational Relations ◽  
Self Determination ◽  
Initial Stage ◽  
The Family ◽  
Professional Self ◽  
Acute Crisis

In the present paper we discuss the results of the study specifics of intergenerational relationships in the family and nonfamily spheres among students with a characteristic character of professional development. We assumed that the experience of harmonious family intergenerational relations will contribute to the establishment of constructive relationships with representatives of other generations outside the family; the nature of professionogenesis (crisis and prosperous) will affect the specifics of intergenerational relationships. We also suggested that in the period of late adolescence and early adulthood, the stage of professional training is one of the central processes, and teachers are important figures in social interaction. Participants were 176 students aged 17-25 from Saint-Petersbur; 3 groups were defined: crisis, prosperous and a group with an acute crisis in the learning process. As a result, according to the results of the study, we studied the ambiguous impact of intergenerational relationships on the process of professional self-determination in a situation of crisis development. We have identified markers that indicate the experience of an acute crisis of professional development at the initial stage of professional training. We found a significant role of the teacher in the formation of the character of professionogenesis in young people, and revealed the contribution of family intergenerational relationships to the professional development of the student

scholarly journals YOUTH AS A PERIOD OF PERSONAL AND PROFESSIONAL SELF-DETERMINATION AND FORMATION

Globus ◽  
2021 ◽  
Vol 7 (2(59)) ◽  
pp. 26-28
Author(s):  
Gaziza Ilyasovna Abdieva
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Social Roles ◽  
Qualitative Change ◽  
Educational Process ◽  
Self Determination ◽  
Professional Self ◽  
The Individual

Adolescence is a period of professional self-determination and personal development. Youth is a period of quantitative dynamics of social roles and their qualitative change. Namely, youth is focused on the professional development of the individual as the main mental neoplasm that manifests itself in the educational process.

Formation of a Personal-Professional Position as the Basis of Technology Design Career Guidance Practices

2021 ◽  
pp. 64-73
Author(s):  
Valery Ilyich Tarlavsky ◽  
◽  
Marina Viktorovna Shakurova ◽  
Keyword(s):  
Career Guidance ◽  
Modern Society ◽  
Vocational Guidance ◽  
Self Determination ◽  
Theoretical Research ◽  
Family Identity ◽  
A Value ◽  
The Family ◽  
Professional Self ◽  
Research Analysis

The article considers the need for a broad view on the technologization of career guidance practices, the importance of which is increasing due to the spread of early professionalization in modern society. The purpose of the article is to identify and substantiate the semantic foundations for the technologization of vocational guidance practices, determined taking into account the process of forming a personal-professional position in the conditions of early professionalization. Research methodology: systemic personality-developing, subjective and technological approaches; methods of theoretical research (analysis, synthesis, generalization, analogy, interpretation, concretization). Attention is drawn to the essential features of personal-professional positioning, the focus is on the attitude to work, profession, personal and professional self-determination. Semantic supports for the design of vocational guidance technologies are identified and justified: the differentiating basis of the stage of life activity; immersion in accessible roles in the field of professional and labor activity and the formation of a value attitude to them; attention to work, the pattern of work of any profession, the formed attitude to work as a value; professional and labor traditions of the family, related features of family identity and family socio-professional trajectory; definition and implementation of personal and professional prospects; preservation and strengthening of personal-professional position.

Modeling of professional self-determination of future young scholars in the process of professional training in the universities of the science city

2021 ◽  
pp. 7-20
Author(s):  
Marina S. Chvanova ◽  
Irina A. Kiselyova
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Business Community ◽  
Self Determination ◽  
Science City ◽  
Digital Ecosystem ◽  
Professional Self ◽  
Methodological Approaches ◽  
Science Cities

The work deals with the problem of professional self-determination of students in the process of professional training in the universities of the science city. We consider the types of self-realization, present a model of professional self-determination of future young scholars, as well as methodological approaches to building a model and its components. The organizational and pedagogical conditions for the professional self-determination of students on the basis of the cluster approach are presented: the orientation of the educational process of universities in science cities to interact with enterprises, research institutes of the science city, the business community; active organizational and educational position of universities in science cities to promote employment and job placement of students at enterprises in science cities; a combination of various forms, methods of supporting the professional self-determination of students; accompaniment of the educational process with a digital ecosystem for practice-oriented interaction of students with employers and other interested social partners. The implementation of the model in practice will allow students to engage in professionally oriented interaction, including through project activities and interaction through Internet technologies with the world professionally oriented scientific community.

scholarly journals Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

2020 ◽  
Vol 22 (1) ◽  
pp. 84-112
Author(s):  
E. G. Belyakova ◽  
I. G. Zakharova
Keyword(s):  
Professional Identity ◽  
Teaching Profession ◽  
Educational Process ◽  
Self Determination ◽  
Practical Significance ◽  
Educational Trajectories ◽  
Research Procedure ◽  
Professional Self ◽  
Active Implementation

Introduction. In the context of increasing transfessionalism of labour market and growing socio-economic uncertainty, modern students, including future teachers, should not only master the chosen specialty, but also be ready for meaningful entry into the profession. This process, which does not work according to the traditional model, but implements the principles of individualisation of education, has not been studied yet in higher education. The lack of analytical information on professional self-determination implementation, what affects it and students’ perceptions of their own professionalism do not allow psychological and pedagogical preparation for the upcoming employment to be purposefully and effectively organised.Aim. The present research is aimed at identifying the general and specific characteristics of professional self-determination of students-teachers of primary courses of undergraduate studies, while their training is organised through individual educational trajectories.Methodology and research methods. The development of the research procedure was based on the provisions of the author’s concept of semantic mechanisms of professional self-determination, according to which the basic types of activity of the subject of the professional path are the design of the professional future, its active implementation and reflective understanding of experience. The diagnostic complex combined the assessment of students' professional self-determination through objective methods with the opinions of students themselves about the process of their professional development. Processing of the results included descriptive statistics procedures and data clustering using the K-means method.Results and scientific novelty. Typological groups of students are identified taking into account different indicators of professional self-determination and professional identity. It has been established that there are at least four different variants of professional self-determination in the junior years of Bachelor’s programmes in Pedagogy (“positive pedagogical identity”, “teachers making choice”, “undecided” and “non-educators”). Detailed differences between these groups are presented. The parameters of differences include the formation of a personal professional plan, an emotional attitude to the profession, degrees of conscious activity, self-esteem “I am a professional”, subjective satisfaction with professional deve lopment based on the following interconnected aspects: accepted values of teaching profession, self-efficacy in solving pedagogical problems, opportunities for self-realisation and for choosing a direction and development methods, experiencing identity, understanding of own vocation, motivation for pedagogical activity. It is noted that positive respondents’ self-identification in the teaching profession is combined with high activity in the development of pedagogical experience from various sources. It is concluded that there is the need for differentiated psychopedagogical support of students taking into account the characteristics of their professional self-determination.Practical significance. The model, previously designed by the authors to accompany professional self-determination of teachers-students, is clarified. In accordance with the results obtained, the authors make recommendations concerning the development of content and organisation of such support in the conditions of educational process individualisation.

scholarly journals ACMEOLOGICAL MODEL OF A HIGHER SCHOOL TEACHER TRAINING IN THE CONDITIONS OF MASTER’S DEGREE COURSE

2018 ◽  
pp. 60-68 ◽  
Author(s):  
Nina Batechko ◽  
Keyword(s):  
Professional Development ◽  
Master's Degree ◽  
School Teacher ◽  
Educational Process ◽  
Future Teacher ◽  
Individual Development ◽  
School Teachers ◽  
The Future ◽  
Professional Self ◽  
Master’S Degree

The article reveals the peculiarities of using the acmeological approach as a theoretical and methodological basis for modeling the process of higher school teachers training in the conditions of a master’s degree course. It has been noted that acmeology in the process of studying the patterns and mechanisms of development of the future teacher during the period of study at a master’s degree course, allows to adjust the curricula and programs for the preparation of masters – future teachers of higher educational institutions, for the goal of their individual development as professionals and personalities. The conditions for the professional development of future higher school teachers in the conditions of the master’s degree course have been stated. Among them are the development of the future sphere, the improvement of the educational process under the master’s program, the innovative nature of the master’s degree studies, and the model of the organization of education. The acmeological model of the professional development of the teacher of higher school in the conditions of the a master’s degree course has been built, which makes it possible to trace the direct connection between the stages of the development of his professionalism: professional self-knowledge, professional self-education, professional self-development and professional self-improvement with the need of s master degree student to aspire to «acme» tops. From the positions of the acmeological approach it is proved that the training of teachers of higher school in the conditions of the master’s degree course is a dynamic system that is constantly evolving, changing, acquiring new personal and individual psychological characteristics allowing the future teacher to have wide opportunities for social and professional adaptation.

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