scholarly journals ORGANIZATIONAL FACTOR AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´ PROFESSIONAL GROWTH

2020 ◽  
Vol 5 ◽  
pp. 302
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Personal Characteristics ◽  
Organizational Factors ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Worker ◽  
High Satisfaction

The issue of the Estonian youth workers´ professionality has been relevant for many years. Organizational factors are important in the youth worker´s professional growth. Youth worker is a promoter of non-formal education. Research explained the issues related to the youth workers professional growth, including organizational factors. The theoretical framework of the research created Ruohotie, Tamm concepts of professional growth and Hackman, Oldham job satisfaction characteristics. The purpose of this research was brought to the light youth work specialists´ opinions about the organizational factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the beginner youth workers´ support for efficient and faster adaptation with work. Mostly were explained interviewees high satisfaction with team and colleagues. Interviews revealed a different commitment to work, which depends of the employee´s professional awareness and involvement in initiatives, that could have resulted from different education, professional training or personal characteristics. The quality of the feedback is important for the employee's professional growth. Individualisation of the work may create a threat to versatility. For further clarification: youth workers´ professional identity. 

scholarly journals FORMATION OF YOUTH WORKER PROFESSIONALISM: PROBLEMS IN ESTONIA

2015 ◽  
Vol 68 (1) ◽  
pp. 84-96
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Formal Education ◽  
National Curriculum ◽  
High Mobility ◽  
Professional Staff ◽  
Development Model ◽  
Youth Work ◽  
Youth Workers ◽  
Youth Worker

Youth field has been in constant evolution during the restoration period of Estonian independence, since 1991. The theoretical overview is about youth worker professionalism, associated with the developments in the European and Estonian youth field and in the context of the Berliner competency levels development model. It explains the expectations set for youth workers, to teaching and youth field institutions. Youth work is expected, like formal education, with more clearly defined educational goals, and it is emphasized that it is a non-formal education. An important aspect is enjoying of the activities and its educational elements. The National Curriculum for Basic Schools and Gymnasium (2011) sets the expectations that the non-formal education will give more support to students to complete the curriculum of formal education. Youth work in Estonia is an essential component of the educational system. Therefore, the professionalism of youth workers and their coping with new challenges is very important. Over the last ten years, major changes in the Estonian youth worker professionalism and in the aspects of professional development haven’t been mentioned. The answers are briefly: in Estonia youth worker profession has been associated with the development of youth field, but the staff preparation is very different and characterised by low working experience. Berliner presented development model of competency levels, treats the professional development as long-term, complex process, distinguishing between the five stages of development of the professional staff, which are also regarded in the context of the professional development of the youth worker. Youth work quality is dependent on the availability of professional youth workers and in order to gain it, the high mobility inside the sector should be reduced, a better situation and more support should be created for the formation of youth worker professionalism at the various levels of the professional growth. Key words: competency, professional level, professionalism, youth work, youth worker.

PERSONALITY FACTORS AS BASIC ELEMENTS OF THE ESTONIAN YOUTH WORKERS´PROFESSIONAL GROWTH

2019 ◽  
Vol 5 ◽  
pp. 292
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Personality Factors ◽  
Youth Work ◽  
Youth Workers ◽  
Personal Factors ◽  
High Expectations ◽  
Youth Centers ◽  
Key Topics

The article dealt with one aspect of the professional growth basic elements. The issue of the Estonian Youth Centers youth workers´ professionality has been relevant for many years, as employees often exchange. Expectations for youth work as a promotion of non-formal education are high. There is no research that explained the issues related to the youth workers professional growth, including personal factors. The theoretical framework of the research created Ruohotie, Tamm, Clarke and Hollingsworth concepts of professional growth. The purpose of this research was brought to the light youth work specialists´ opinions about the personal factors of the professional growth. For qualitative data collection semi-structed interviews were conducted with 35 Estonian youth work specialists in 2016-2018. The results showed that in eight key-topics important opinions were received. Most attention should be given further to the youth workers´ internal motivation, treatment and professional identity. Mostly were explained the high expectations to the youth work generally. Interviews revealed a different commitment to everyday work, that could have resulted from their different education and professional training or attitudes towards education. The needs for further clarification are: occupational and organizational elements of youth workers professional growth. 

Rethinking some youth worker ‘tales’

2016 ◽  
Author(s):  
Mike Seal ◽  
Pete Harris
Keyword(s):  
Young People ◽  
Youth Work ◽  
Unique Contribution ◽  
Youth Workers ◽  
Violent Behaviour ◽  
Youth Worker ◽  
Conceptual Clarity

This chapter begins by challenging workers to critically interrogate what the authors see as archetypal youth work ‘tales’. The authors highlight how some youth workers can over-privilege and idealise their own relationships with young people and need to be wary of over-identifying with them to such an extent that challenging their violent behaviour falls off the agenda. They also argue that youth workers need to develop greater conceptual clarity, especially around notions of respect and trust. With the former, for example, workers may need to make distinctions between earned, intrinsic respect, and respect that is based around fear. The chapter explores how workers might encourage young people to reflect on self-respect and how status is constructed in their community and culture, working on alternative attainable and sustainable ways to develop it. The authors then cast a critical eye over the relationships between youth workers and professionals from other agencies, arguing that youth workers should not develop a crab mentality towards these agencies but rather seek to present the distinctive, but not unique, contribution they can make.

scholarly journals ‘Being church’: The Social and Spiritual Purposes and Impacts of Christian Detached Youth Work

2017 ◽  
Vol 16 (2) ◽  
pp. 89-116
Author(s):  
Naomi Thompson ◽  
James Ballantyne
Keyword(s):  
Qualitative Research ◽  
Relevant Literature ◽  
Young Person ◽  
Small Sample ◽  
Youth Work ◽  
Youth Workers ◽  
Primary Research ◽  
Starting Position ◽  
Youth Worker ◽  
The Social

In this paper, we explore the social and spiritual purposes and impacts of Christian detached youth work in theukthrough an exploration of relevant literature and through qualitative research with a small sample of youth workers. The article finds, both in the literature and the primary research, that the development of relationships between youth worker and young person is the most significant purpose and impact of Christian detached youth work. These relationships are used to facilitate impacts, both social and spiritual, in detached youth work, but are also seen as an important impact in themselves. The paper argues that social and spiritual purposes and impact are fluid and overlapping within Christian detached youth work, that institutional agendas are given low priority, and that youth workers aim to start their work from the young people’s own starting position rather than an imposed agenda. This equalising of power and negotiation of mutual relationships is largely considered, by both the literature explored and the youth workers in our primary research, to enhance the uniqueness and effectiveness of detached youth work in achieving its particular social and spiritual impacts.

scholarly journals RESILIENCE AND ECONOMIC EMPOWERMENT: A QUALITATIVE INVESTIGATION OF ENTREPRENEURIAL INDONESIAN WOMEN

2013 ◽  
Vol 21 (01) ◽  
pp. 107-121 ◽  
Author(s):  
JENNIFER M. I. LOH ◽  
RAYINI DAHESIHSARI
Keyword(s):  
Formal Education ◽  
Personal Characteristics ◽  
Daily Basis ◽  
Economic Empowerment ◽  
Women Empowerment ◽  
Female Entrepreneurship ◽  
Female Entrepreneurs ◽  
Business Failures ◽  
Depth Interviews

The development of female entrepreneurs in Indonesia is an integral part of Muslim women's economic contributions and empowerment. However, there is a lack of reliable research about female entrepreneurship and how gender may affect the experiences of business ownership in Indonesia. Therefore, the aim of this study is to explore the challenges encountered by these women entrepreneurs on a daily basis. Qualitative in-depth interviews were conducted with 30 female Indonesian entrepreneurs. Participants were recruited using theoretical and maximum variation sampling techniques. Content analysis was then used to analyze the data. Results revealed high levels of variations, both within and between women, suggesting that the quality of business entrepreneurship and success depended largely on the personal characteristics of these women, rather than on any system of formal education or training. This study also found that many women displayed resilient coping strategies when dealing with business failures. As a consequence, they were able to thrive despite restrictive social, cultural and political constraints. The paper highlights the importance of the experiences of female entrepreneurs in a developing country and the need to integrate the development of female entrepreneurship as a part of women empowerment effort.

scholarly journals FOREIGN EXPERIENCE OF PROFESSIONAL TRAINING OF FUTURE TEACHERS

2020 ◽  
pp. 141-158
Author(s):  
Onyshchenko ◽  
Lykhovyd
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Education System ◽  
Professional Growth ◽  
Professional Training ◽  
Future Teachers ◽  
Higher Education System ◽  
Foreign Experience ◽  
Pedagogical Training

The article analyzes the peculiarities of training future teachers in higher education institutions of different countries in order to implement the positive ideas of this experience in the higher education system of Ukraine. Peculiarities of training students abroad at the present stage of higher education development are determined: multilevel model of pedagogical education; high quality of pedagogical training, which meets the best world standards; the education system is decentralized; considerable attention is paid to the study of foreign languages; a systematic approach to the organization of professional development of teachers of general secondary education based on the restructuring and optimization of methods, forms and models of teaching through the integration of elements of practical activities into professional development curricula and the formation of continuing pedagogical education as an organically integrated, optimal and dynamic system; strengthening the independence and responsibility of students for their studies, the possibility of individualization of the curriculum, the growth of academic mobility; multiculturalism and polylingualism; multidisciplinary (acquisition of specialization in two subjects simultaneously); systematic and systematic use of innovative technologies; high level of personal-social-state orientation of the system of monitoring the quality of higher education; free access to statistics and mandatory publication of monitoring results by independent media; a small number of subjects taught (not more than 16 disciplines in one academic year); relocation of the center of professional and pedagogical training to school; growth of pedagogical practice and expansion of places of its passing; increasing the requirements for entrants both in the case of admission to pedagogical specialties and during their employment; increasing the role and importance of various professional organizations (associations, unions, centers of pedagogical skills, schools of professional growth) in the process of professional development and certification of teachers. It is noted that taking into account the selected features of foreign experience in the domestic system of training future teachers will contribute to the effective modernization of the higher education system of Ukraine. Key words: higher education, Netherlands, Greece, Slovakia, professional training, future teachers.

scholarly journals The Study into Theoretical and Methodological Readiness of Defectology Students to Pursue Master Degree Programmes

2021 ◽  
Vol 25 (1) ◽  
pp. 159-179
Author(s):  
Alla V. Zakrepina ◽  
Elena A. Shilova ◽  
Elena A. Strebeleva
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Graduate Training ◽  
Statistical Processing ◽  
Degree Programs ◽  
Self Assessment ◽  
Master Program ◽  
Educational Levels ◽  
Master Degree

Introduction.Training a competitive specialist at the level of a master program is an important educational goal. The problem of the continuity of educational levels as a condition for the quality of graduate training is debatable, because the focus of such discussions is often around the methodological components of the educational program, rather than the conceptual guidelines for professional growth. The aim of the research was to study the level of studentsʼ readiness to follow master degree programs in the field of special (defectological) education. Materials and Methods. The research constitutes a theoretical analysis of the problem of readiness of defectology students to pursue the master degree level of education. In the course of empirical research, the results of a questionnaire and self-assessment were used. The survey included 68 master degree students of 4 master degree programs. Statistical processing of the results was carried out using the Statistica 10.0 software package for the Windows. Results. The authors found that the target guidelines for the reconstruction of the professional training of master students in the field of special (defectological) education is a set of expected knowledge, skills, and abilities from the standpoint of modern requirements and social need for the activities of a specialist in the changing conditions of education, upbringing and development of children with disabilities; the designing of a master program requires the actualization of theoretical and methodological training, taking into account its extrapolation to the level of implementation of applied professional competencies in accordance with the modern needs of society and the dynamics of the educational labor market. Discussion and Conclusion. The results obtained facilitate the development of professional training of master students in the field of special (defectological) education and allow us to consider theoretical and methodological readiness to pursue a master course in terms of continuity of educational tasks and the continuity of educational levels that make up the fundamental principles for the preparation of a competitive graduate.

scholarly journals ESTONIAN YOUTH WORK EXPERTS PROFESSIONAL GROWTH: CASES STUDY

2021 ◽  
Vol 4 ◽  
pp. 213-224
Author(s):  
Maarika Veigel
Keyword(s):  
Professional Education ◽  
Professional Growth ◽  
High Mobility ◽  
Work Load ◽  
Impact Factors ◽  
Youth Work ◽  
Special Focus ◽  
Youth Workers ◽  
Personal Factors ◽  
Structured Interviews

Estonian youth work (YW) has been in development almost 30 years. In the last more than 15 years the same trends have been observed in the studies in terms of professional development: the shortage of employees with professional education and workers high mobility. At the same time, the progressive decisions and regulations made in Estonia, on the field of European YW are exemplary. Thus, the prerequisites for professional YW were created and experts in the field have also developed.The aim of research was to give an overview of the stories of becoming as experts. Semi-structured interviews were compiled in 2019. Special focus was on the professional growth in the content of life story. The study revealed both – randomness entry into YW, but various supporting external aspects (active school life, supportive community, camps). However, the most important were the personal factors - motivation, consistency, entrepreneurship, courage, YW studies, participation in (foreign) projects, mission. Professional knowledge and skills supported mostly the development from a novice specialist into an advanced employee and expert. Commitment, autonomy were the main work-load impact factors. The desire to work with young people has brought some retired youth workers back to YW. Horizontal career was limited but usual. 

scholarly journals SOFT SKILLS FORMATION OF THE NON-PEDAGOGICAL SPECIALTIES STUDENTS IN THE PROCESS OF STUDYING THE COURSE «PEDAGOGY»

2021 ◽  
pp. 267-271
Author(s):  
Halyna Meshko ◽  
Oleksandr Meshko
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Training ◽  
Formal Education ◽  
Soft Skills ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Role Playing ◽  
Empirical Observation ◽  
Professional Self

The purpose of the article is to identify ways to form soft skills of future professionals in higher education, to clarify the role of the author’s course «Pedagogy» for students of non-pedagogical specialties in this aspect. Research methods applied: theoretical − analysis of scientific sources, psychological and pedagogical literature and educational literature, comparison, systematization, generalization, modeling; empirical − observation, analysis of educational and professional training programs for bachelors of non-pedagogical specialties, generalization of pedagogical experience. The article analyses the state of development of this problem in psychological and pedagogical science and practice of higher education institutions. The essence of the concept of «soft skills» of future specialists, types of «soft» skills, ways of their formation in a higher education institution are clarified. The developed author’s program of the course «Pedagogy» for preparation of students of non-pedagogical specialties, in particular, 242 Tourism 101 Ecology 103 Earth Sciences, 106 Geography studying at the Faculty of Geography of Ternopil V.Hnatiuk National Pedagogical University is presented. The program is aimed at developing skills of productive interpersonal interaction and constructive conflict resolution; mastering models of successful activity, development of emotional intelligence; formation of creative and critical thinking; mastering the technology of personal and professional self-education and self-development; increasing the level of professional stress resistance; assistance in harmonizing the personality of the future specialist; strengthening resources that will increase resilience to life’s hardships and occupational difficulties. Methods and forms of work on practical classes of the course «Pedagogy» that promote the formation of soft skills of students of non-pedagogical specialties are characterized. The importance of using elements of psychological and pedagogical training in practical classes in pedagogy in the formation of soft skills of students (performance of psycho-drawings, psychological games, and exercises, role-playing situations, methods of nonverbal interaction. Relaxation exercises, use of parables, and others) is shown. The necessity and possibility of involving students in personal and professional growth trainings, anti-stress trainings, anti-burnout trainings, which are held in the Centre of Pedagogical Consulting, are indicated. Prospects for further research are identified, which are to substantiate and develop a system of formation of «soft skills» of future professionals by means of formal and non-formal education in the socio-cultural environment of higher education institutions using digital technologies.

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