FORMATION OF VALUABLE-SENSITIVE BASES OF THE PEDAGOGICAL PROFESSION IN THE UNIVERSITY

2018 ◽  
Vol 1 ◽  
pp. 57-67
Author(s):  
Tatyana Bugaychuk ◽  
Aleksandr Khodyrev ◽  
Olga Когiakovtseva
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Professional Training ◽  
The Third ◽  
Instrumental Values ◽  
The University

The authors of the article present a study of the features of the value-semantic bases of the activity of students of a pedagogical university of 1 - 5 courses, describe the dynamics of the phenomenon studied during the training. The authors comprehend the relevance of this problem in the context of modernizing pedagogical education. Based on the leading principles of the concept of professional development of personality, the authors describe one of the components of professional identity - value, the features of the crisis of the third year and the leading terminal and instrumental values during the professional training of students in the university.

Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

2016 ◽  
pp. 281-294
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Qualitative Data ◽  
Science Study ◽  
The Third ◽  
Effective Performance ◽  
Lesson Delivery ◽  
Collaborative Analysis ◽  
Fellow Teacher ◽  
The University

The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.

scholarly journals STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION

2021 ◽  
pp. 33-40
Author(s):  
Ольга Анатольевна Козырева ◽  
Елена Петровна Хвастунова
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Professional Training ◽  
Scientific Discourse ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
Education Practice ◽  
The Third ◽  
The University

Анализируется проблема необходимости формирования готовности будущих педагогов к инклюзии в процессе профессиональной подготовки в вузе, а также ее структурные компоненты и их содержание. В структуре указанного вида готовности выявляются мотивационный, когнитивный и операционно-деятельностный компоненты. Констатируется, что проблема готовности будущих педагогов к профессиональной деятельности в условиях инклюзии является проблемным полем в современном научном дискурсе, так как ее системное решение пока не найдено. Целью является исследование сформированности готовности будущих педагогов к инклюзии школьников в процессе профессиональной подготовки в вузе. Приводятся результаты эмпирического исследования сформированности готовности будущих педагогов к инклюзии школьников. Даются рекомендации по формированию профессиональной готовности будущих педагогов к инклюзии школьников в процессе обучения в университете, где изучаются на третьем и четвертом курсах следующие дисциплины: «Обучение лиц с ограниченными возможностями здоровья», «Психолого-педагогические основы инклюзивного образования»; происходит введение производственной (технологической в системе инклюзивного образования) практики на базе организаций образовательной и социальной сферы, оперативный мониторинг сформированности готовности будущих педагогов к инклюзивному образованию школьников с ОВЗ. The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.

scholarly journals NETWORK COMMUNICATION IN THE PROFESSIONAL TRAINING OF STUDENTS: ORGANIZATION OF EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 23 (76) ◽  
pp. 23-28
Author(s):  
A.S. Kuznetsov ◽  
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Process ◽  
Network Communication ◽  
The Social ◽  
Information And Communication ◽  
Leading Enterprises ◽  
The University

The need to specify the types and forms of communication between the subjects of the educational process in the university is becoming acute. In the current situation and the challenges to institutions of higher education, among them - requirements for quality of training, a change in the students, the competition of universities, the implementation of the educational process in the new, rapidly changing environment; acquiring new personal current practices underutilized in education. This practice is network communication. The universality of interaction, the multiplicity, the diversity of levels, the extreme complexity of representation, put forward problems becomes important. Today, in the social world, interaction acquires special, new characteristics due to the specifics of the interacting forces. And above all, when the bearer of these forces is the person himself, the social subject acting and projecting his own actions. The research studies consider the technologies of interaction of students at different stages of professional development. Therefore, the problem of involving students in new educational and social practices on the basis of network interaction resources – resources used in everyday life-is becoming more relevant. To build an individual trajectory of professional development in the Samara region, an information and communication system "Student and Trud" is being developed, which will become a resource for networking between students and leading enterprises of the Samara region.

scholarly journals En förändrad yrkesidentitet: Förskollärares berättelser fyra och tolv år efter examen

2011 ◽  
Vol 4 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Inger Eline Hensvold
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Learning Process ◽  
Empirical Data ◽  
Preschool Teachers ◽  
Professional Work ◽  
The Third ◽  
Relational Concept

Title: A changed professional identity: Preschools teachers’ narratives twelve years after examination.Abstract: How do preschool-teachers describe their professional work with children four and twelve years after their graduation? The purpose was also to identify important factors concerning their professional development and identity. The empirical data are the narratives of three Swedish preschool-teachers, four and twelve years after their teacher graduation. The narrative is considered, according to Giddens (2008) as an expression of the professional identity, which is regarded as a relational concept and deals with the ability to be occupied with a specific narrative. Three recurrent themes were identified in the narratives, which show a changed professional identity. The first is a changed professional identity concerning a process from adaption to challenge in relation to the preschools self-narratives. The second is about a changed professional identity in relation to care and education. The third theme describes a change from focusing the teacher’s listening to the child into supporting and challenging the child’s learning process.

Lesson Study as an Effective Performance-Based Measure of Teacher Effectiveness

2016 ◽  
pp. 1215-1228
Author(s):  
Mark Patrick Ryan
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Qualitative Data ◽  
Science Study ◽  
The Third ◽  
Effective Performance ◽  
Lesson Delivery ◽  
Collaborative Analysis ◽  
Fellow Teacher ◽  
The University

The Japanese Lesson Study Model (JLSM) became a focus of much research after the publication of the Third International Math and Science Study (TIMSS). The JLSM has various possible manifestations, but most forms of the model include three key elements – collaborative planning of one or more lessons that will be taught by all participants, delivery of the lesson with fellow teacher observers in the room or with videotaping, and collaborative analysis by participants of students work and the lesson delivery. This study presents quantitative and qualitative data from approximately 400 teachers who participated in a form of lesson study. The history and research basis of lesson study is presented, followed by the researcher's adaptation of the model for use in the university classroom and professional development courses, followed by an analysis of the impacts of the model on teacher participants.

scholarly journals Narratives Shaping Teachers’ Professional Identity and Influencing Career Development

Educatia 21 ◽  
2020 ◽  
pp. 4-20
Author(s):  
Ariella Zeevia ◽  
Carmen Mihaela Crețu
Keyword(s):  
Professional Development ◽  
High School ◽  
Professional Identity ◽  
Junior High School ◽  
Professional Training ◽  
Junior High ◽  
Professional Life ◽  
Narrative Study ◽  
School Day ◽  
Teachers Training

This article seeks to distinguish between teachers' academic studies which they chose of their own volition, and professional training throughout their career that is imposed on them as part of their role as educators, in the framework of their professional development. This is a qualitative-narrative study, whose data were collected through the life stories of two educators, one is currently serving as the principal of a junior high school, and the other serves as a vice principal of a junior high school and is also preparing to be the principal of a school. The data were analyzed by means of content analysis, which yielded themes that were combined into three chapters: Chapter one: The seeds sown in the parents' home towards professional life, Chapter two: The choice of the professional life track, and Chapter three: Professional development towards career advancement. The findings show that this distinction points to the formation of teachers' professional identity: The free choice in academic study tracks contributes greatly to the formation of their professional identity, while continuing their training as teachers in the afternoon after a long school day, does not contribute to the formation of their professional identity. Some see these studies as an inconvenience and its main value for them is financial. The findings of this study reprise the question of the connection between teachers’ training throughout their careers as formulating the perception of their professional identity.

scholarly journals Extracurricular educational activities for prospective teachers’ professional identity development

2021 ◽  
Vol 10 (3) ◽  
pp. 283-288
Author(s):  
Antonina Ivanovna Smolyar ◽  
Svetlana Gennadyevna Zogol
Keyword(s):  
Teacher Training ◽  
Identity Development ◽  
Professional Identity ◽  
Prospective Teachers ◽  
Professional Training ◽  
Empirical Studies ◽  
Scientific Concept ◽  
Professional Identity Development ◽  
Educational Activities ◽  
The University

The influence of extracurricular educational activities at the university on prospective teachers professional identity development has been grounded on the basis of literature on psychology and education analysis, as the influence reflects the professional identity related to axiological definition of life in profession and a semantic system uniting determination of oneself and ones profession. The authors define professional identity, teachers professional identity, a complex of methods evaluating students professional identity development dynamics, and clarify the scientific concept of extracurricular educational activities at the teacher training university. In this work it is understood as an interaction of teachers and students outside the learning process aimed at students personality formation as a subject of prospective professional teachers work, professional identity, self-perfection, self-education and self-development. Extracurricular educational activities at the teacher training university are regarded by the authors as a part of prospective teachers education and professional training. The empirical studies of the professional identity carried out by the authors reflect the role and place of extracurricular educational activities at the teacher training university, as well as their forms and methods for the development of the researched object. Forms, methods and ways of extracurricular educational activities at the teacher training university promoting prospective teachers professional identity development were identified and verified experimentally. The recent study makes it possible to assume that the prospective teachers professional identity results from extracurricular educational activities at the university.

scholarly journals Fundamentalization Model for Professional Training of Mathematicians at University

2013 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
N. I. Popov ◽  
Keyword(s):  
Professional Training ◽  
Interdisciplinary Communication ◽  
Educational Process ◽  
University Education ◽  
Specialist Training ◽  
Creative Potential ◽  
Fundamental Nature ◽  
University Mathematics ◽  
The Third ◽  
The University

This paper discusses the idea of fundamental nature of the university mathematics education. In the conditions of university education there are three interconnected groups of factors, which form the basis of the conceptual model of mathematicians training fundamentalization. The first group of factors is focused on updating the ways of specialist training of the increased creative potential – training for modern mathematicians. The second group of factors is connected with the need of strengthening fundamental and humanitarian training, ensuring interdisciplinary communication within educational process, interrelation of mathematical, technical and humanitarian knowledge. The third group of factors includes the concept of university principle of education, the concept of fundamentalization and the concept of humanitarization of technical education at classical university. There is a model of the fundamental nature for training mathematicians.

scholarly journals Enrollment, Engagement and Satisfaction in the BlendKit Faculty Development Open, Online Course

2015 ◽  
Vol 19 (4) ◽  
Author(s):  
Patsy Moskal ◽  
Kelvin Thompson ◽  
Linda Futch
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Lessons Learned ◽  
Online Course ◽  
Open Approach ◽  
University Of Central Florida ◽  
Central Florida ◽  
The Third ◽  
Online Format ◽  
The University

BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. The evaluation of this course provides us with interesting and valuable information on the success of using an open approach of a MOOC compared to more traditional, highly structured professional development offerings typically seen in higher education. This article will focus on the lessons learned from the third iteration of this open, online course.

scholarly journals CLINICAL SIMULATION IN NURSING TEACHING: STUDENT EXPERIENCE IN CHILE

2020 ◽  
Vol 29 (spe) ◽  
Author(s):  
Thania Andrea Aballay Cabrera ◽  
Silvana Silveira Kempfer
Keyword(s):  
Nursing Students ◽  
Professional Identity ◽  
Professional Practice ◽  
Nursing Care ◽  
Professional Training ◽  
Structured Interview ◽  
Professional Role ◽  
Clinical Simulation ◽  
Fear And Anxiety ◽  
The University

ABSTRACT Objective: to describe the experiences lived in clinical simulation by nursing students at the University of Magallanes, Punta Arenas, Chile, in relation to the use of clinical simulation as a learning methodology for the achievement of skills for nursing care. Method: the simulation by the students was carried out in 2017, while they attended the seventh and eighth semester of professional training. The study carried out was qualitative, exploratory descriptive, in which eight students participated using the semi-structured interview instrument applied during the second semester of 2018. Results: it was observed that the simulation experience was good and very good. It stands out that the main points of discussion for the participants were that the clinical simulation gave them tools that allowed them to acquire professional identity, empowerment of the professional role, clinical reasoning, professional practice and organization. On the other hand, it also allowed them to apply theoretical knowledge. Conclusion: although this experience allowed the students to acquire comprehensive skills, it also has the limitation that feelings of fear and anxiety emerge that may make it impossible to develop it.

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