scholarly journals DEVELOPING PROFESSIONAL CREATIVE SKILLS OF FUTURE TEACHERS IN THE TECHNOLOGY FIELD OF EDUCATION

2021 ◽  
Vol 58 (1) ◽  
pp. 5021-5028
Author(s):  
Khushnud Yakubov, Anbarjon Egamova
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Future Teacher ◽  
Professional Activity ◽  
Creative Imagination ◽  
Education Development ◽  
Self Development ◽  
The Future ◽  
Professional Self ◽  
The Moment

The ongoing renewal of educational technologies in higher education, the introduction of innovative didactics, the formation of the education, development, and personal growth systems of the future specialist within the university are faced initially with a number of intractable psychological and pedagogical problems. The most significant of them are associated with the fact that not all teachers are ready today to become the innovative personnel in their field of specialization. of innovation [1]. It is more and more obvious that the creativeness of an individual cannot be the result of mass systems and forms of education. Modern education on the verge of entering the information age can become a cultural space that will allow a person to acquire a new cultural identity. But at the same time, the world of education must change itself significantly. Determination of the personal qualities of the future teacher, the characteristics of his professional activity and progress, the formation of self-development skills is today one of the main directions of improving teacher training. The preparation of a future teacher should be built as a system of conditions for ensuring the professional and self development. It is necessary that a novice teacher theoretically and practically be able to analyze his or her own professional capabilities and, on this basis, be able to form a routine for his own further professional growth at any stage of professional activity. This can be achieved by creating a desire of future teachers.to be ready for professional self-development. A pedagogical institution needs to prepare future specialists for creative pedagogical activity, in which the acquired professional skills will be a means of developing the student's personality as well. The most important component of such training is an advanced creative imagination and the ability to evolve it. If in-depth knowledge is a platform for training a new generation of competent specialists, then creative activity is a springboard that gives them an advantage in everyday professional field, therefore, at the moment, the need to develop a technology for developing creative skills of students of the pedagogical institutions is of especial relevance

scholarly journals «SELF-BOOK» OF PERSONAL AND PROFESSIONAL GROWTH OF THE FUTURE TEACHER

2020 ◽  
pp. 206-220
Author(s):  
Ірина Новик
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Education Institution ◽  
Future Teacher ◽  
Professional Activity ◽  
Problem Solving Skills ◽  
Advantages And Disadvantages ◽  
Self Development ◽  
The Future ◽  
Self Knowledge

In the article, we substantiate the theoretical and practical aspects of the application of "Self-book" of personal and professional growth of the future teacher. In scientific exploration, we reveal the essence and content of the concept of "Self-book", which is presented as an individual diary (book, notepad or glider) of a student, in which he captures his own achievements in personal and professional growth, determines the trajectory of self-knowledge, self-development and self-improvement also monitors the dynamics of educational outcomes through proposed diagnostic techniques. The content and methodological support of "Self-book", which allows to track the dynamics of educational results and personal and professional development of students throughout the entire period of study at a higher education institution, is characterized. We have shown that personal and professional development is a complex multifaceted process, which aims at the formation of future teachers not only general and professional competences, but also envisages the development of their personal meanings. The study identified the main components of personal and professional development of future educators, namely: personal (value-personal and professional settings; self-knowledge and self-development; professional elevation); 21st century skills (critical thinking and problem-solving skills; communication and collaboration skills; digital skills), research and development (ability to highlight the research problem; work in a team; design stages of the research; select the necessary tools to solve the research task; analyze, organize, summarize the information received; to acquire new knowledge for their own use in their professional activity; to create and present their own educational products), reflective (self-concept, personal qualities and results of their own activity; self-analysis, self-knowledge, self-diagnostics, self-assessment, self-development, self-improvement; ability to detect mistakes, disadvantages of their own professional activity, and correct them). This article discusses the advantages and disadvantages of using Self-book in the personal-professional development of a future educator.

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 Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals Result-effects of the implementation of foresight technologies in the training of the future pharmacist

2021 ◽  
Vol 101 ◽  
pp. 03029
Author(s):  
Viktoriia Nevolina ◽  
Irina Mikhailova ◽  
Yuliia Moskaleva ◽  
Yuliia Yudaeva ◽  
Kirill Prokhodtsev
Keyword(s):  
Personal Growth ◽  
Professional Training ◽  
Health Management ◽  
Modern Society ◽  
Network Information ◽  
Self Development ◽  
The Future ◽  
Professional Self ◽  
Scientific Practical ◽  
Medical University

The professional training of a medical student is determined and predicted by the challenges of modern society. The active professional self-development of a pharmacist is aimed at the continuous development of new competencies in the field of scientific, practical and preventive medicine and pharmacy. Social priorities determine the student's professional self-development in modern pharmaceutical education, focused on the future needs of health care, presented in the predictive models of the future pharmacist. The concept of professional self-development of a future pharmacist has been developed and introduced into practice, which characterizes the goals, benchmarks, structural content, patterns, professional regulations, dynamics, result-effects. The pedagogical potential of a medical university in the professional training of a future pharmacist as an integrator of traditions and modern trends in the development of pharmacy has been determined; opportunities for the professional and personal growth of educational subjects; personification of scientific and pedagogical resources of teachers; an innovatively rich environment; modern network information and educational technologies. In the process of experimental work, we note the following result-effects: axiological dominants in the professional worldview of the future pharmacist on health management; interiorization of knowledge in the process of pharmaceutical practices; modeling the ethical and deontological foundations of the pharmacist's behavior; forecasting the professional future in the process of project implementation.

scholarly journals Professional Self-Realization of Law Enforcement Officers at the Stage of Professional Training

2020 ◽  
Vol 76 (1) ◽  
pp. 162-166
Author(s):  
N. Y. Tverdokliebova
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
Professional Growth ◽  
Professional Training ◽  
Educational Institution ◽  
Law Enforcement Officers ◽  
Professional Activity ◽  
Self Development ◽  
Professional Self ◽  
Reasonable Choice

The key concepts that assist to reflect the essence of the process of professional self-realization of police officers have been determined. The professional self-realization of the personality, which is determined by the value and sensory, intellectual and motivational features of the personality, has been studied. Modeling the experience of professional self-realization is the support of the personality for self-development of intellectual and volitional actions. This process is most productive in adolescence – at the time of completion of the development of readiness to choose a particular profession, defining oneself in a possible professional role. The main point of the studied process is the search for a professional image of “oneself”. It has been noted that the key stages of professional self-realization’s formation are: choice of educational institution, place of work (professional self-determination), subsequent choice of the type and direction of activity, formation within the chosen profession, professional growth, which reflects the effectiveness of professional self-realization. Thus, successful self-realization within the profession is based on a reasonable choice of place of study and future profession, continuous professional self-growth and self-development within labor activity, as well as satisfaction with the way of professional life and career. It has been studied that the development of the value sphere of the personality of law enforcement officers contributes to the optimization of their behavior and self-realization in such spheres of life as profession, family life, relationships, hobbies. The motivational component is one of the basic in the system of moral regulation of activities and behavior of professionals and includes a positive attitude to the chosen type of professional activity, the desire for self-realization and achievement, moral and professional attitudes and interests. Motivation acts as a link between the true goals, ideals, beliefs of the cadet and the actions, deeds, decisions he makes. The author has proved the expediency of forming value regulators of behavior and motivational sphere of future law enforcement officers in higher educational institutions with specific learning conditions, which may increase the efficiency of professional activity and self-realization of police officers in modern conditions.

scholarly journals Training of postgraduate students – future teachers to pedagogical activities

2020 ◽  
Vol 26 (4) ◽  
pp. 49-56
Author(s):  
E. Yu. Sysoeva
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Professional Training ◽  
Scientific Information ◽  
Well Being ◽  
Future Teacher ◽  
Professional Competencies ◽  
Professional Activity ◽  
Future Teachers ◽  
Frustration Tolerance

The article analyzes the focus of modern pedagogical education on the development of a professional teacher capable of updating personal and creative potential. The author uses the following methods: analysis and synthesis of thematic scientific information, results of research by specialists in the area under consideration; synthesis and systematization of facts and provisions; pedagogical observation. Also, it substantiates the main conditions for the professional formation of a graduate student-future teacher: the development of professional self-consciousness, the formation of frustration tolerance, communicative competence, the need to develop personal and professional competencies. Experience of introduction of practical-oriented system of training aimed at formation of pedagogical orientation, development of professional pedagogical thinking, social-perceptual and communicative skills of graduate students-future teachers is presented. The article proves the need for a value and meaning orientation of professional training in psychological and pedagogical education, which leads to semantic search and semantic construction in pedagogical activity. Training forms and methods that conducive to the development of personal and professional competencies are described: pedagogical studio, art-therapeutic workshop, communication training; conflict method, analysis of pedagogical situations, analysis of artistic and pedagogical works, mastering of partnership interaction techniques. Awareness of a postgraduate student a future teacher of his potential, prospects for personal and professional growth encourages him to constantly experiment in the course of his professional activity, search, creativity and choice. The sooner the directed personal and professional development of the teacher begins, the more it is possible to predict his psychological well-being and personal growth

scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS OF THE INTERNALITY FORMATION AS A FACTOR OF THE FUTURE PSYCHOLOGISTS’ PERSONAL AND PROFESSIONAL SELF-DEVELOPMENT

2020 ◽  
pp. 88-98
Author(s):  
Tetiana Ketler-Mytnytska
Keyword(s):  
Professional Training ◽  
Professional Activity ◽  
Specific Content ◽  
Training Course ◽  
Personal Property ◽  
Special Training ◽  
Self Development ◽  
The Future ◽  
Professional Self ◽  
Independent Work

The article considers the psychological and pedagogical conditions of personal and professional self-improvement of future professionals, including psychology students. Such conditions include technologies of self-education and self-education, specially designed forms, methods and approaches of interactive work, focused on stimulating of motivation and expanding of self-development resources. In the process of professional training of future psychologists, specially designed training sessions are crucial if specific content and methodological requirements for targeted training of personal and professional self-development are taken into account. Usually such training is realized by activating the internal factors of self-improvement process, one of which is internality - a personal property that acquires special significance in the context of the specifics of a psychologist’s professional activity. It is assumed that an effective psychological and pedagogical condition for the formation of internality as a factor of future psychologists’ personal and professional self-development is a specially organized educational activities of students. In this regard, a special training course "Theoretical and methodological foundations of the future psychologists’ internality formation" was designed. The methodological basis of special training course is a personal-acmeological approach and experimentally substantiated data concerning the results and means of applicants’ for higher education personal and professional self-development. The purpose, tasks, psychological and pedagogical conditions of formation of students’ internality by educational materials are formulated. The structure of the special course, the content of classroom and independent work are revealed, the forms of control are offered. The content and methodological features of the special course, which contribute to the formation of internality as a factor of future psychologists’ readiness for personal and professional self-development, and the expected learning outcomes are highlighted.

scholarly journals Professional focus of psychological well-being of the personnel of the State Border Guard Service of Ukraine

2018 ◽  
Vol 28 (4) ◽  
pp. 149-163
Author(s):  
N. Volynets
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Professional Competence ◽  
Professional Community ◽  
Well Being ◽  
The State ◽  
Internal Conflict ◽  
Professional Activity ◽  
Psychological Well Being ◽  
Professional Self

In the article the results of an empirical research of the professional focus of psychological well-being of the personnel of the State Border Guard Service of Ukraine are represented. The author's position on the content of the phenomenon of psychological well-being of the border guards is to study it as a holistic global subjective reflexive experiencing of the border guards of the positivity and significance of their own «I-existence» as a whole and through the prism of their life in the environment of professional activity, representing an integrated assessment of professional life, positive affections in relation to the work performed, the organizational environment and, consequently, life in general, and, secondly, as a subjective experiencing-living of situational experience in the context of professional activity as a harmonious combination of efforts to accomplish work, achieved goals and profits (rewards, recognition, prospects, etc.). The peculiarities of manifestation of indicators of professional focus of psychological well-being, which promote the growth of psychological well-being of border guards (professional self-acceptance, satisfaction professional achievements, professional development, availability of professional goals, satisfaction level of competence, positive relations in the community, autonomy in professional work, professional growth, subjective assessment and experience of professional demand, the attitude of other people (colleagues, leadership, etc.), self-assessment, self-rating of personal growth, professional credibility, evaluation of professional activities, serving as an opportunity to further the work of the ideals and values self-efficacy, belonging to a professional community satisfaction with the implementation of professional capacity, professional competence, self in the profession, self-esteem, a conscious choice of challenges and their solving and overcoming obstacles for the sake of victory, stability in work, self-confidence, self-affirmation, orientation towards the integration of the efforts of oneself and others people and responsible for the final result of professional identity and the needs for recognition and self-improvement) and indicators that reduce to lower psychological well-being of border guards (self-abasement, internal conflict as an objective professional self-attitude inconsistency professional requirements and individual capabilities and resources of border guards, self-prosecution, stability of residence, the need for social contacts as a desire to work in a team, to communicate with a lot of people, belief and close ties with colleagues) are ascertained.

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