scholarly journals RELEVANT CONCEPTS OF A TEACHER’S STATE WHEN EXPERIENCING PROFESSIONAL IDENTITY CRISIS

2019 ◽  
Vol 21 (2) ◽  
pp. 113-131 ◽  
Author(s):  
N. O. Sadovnikova ◽  
A. M. Mirzaahmedov
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Cross Sections ◽  
Survey Methods ◽  
Identity Crisis ◽  
Practical Significance ◽  
Professional Activity ◽  
The Past ◽  
Successful Recovery ◽  
Personal Crisis

Introduction. Recently, a professional activity and development of a teacher has been carried out in the context of permanent changes in the education system. The necessity to adapt to innovations is accompanied by an increase in tension, in resistance and in the probability of destructive tendencies in teacher’s personality and professional crisis that can face the teacher in the process of professionalisation. A constructive resolution of crisis leads the teacher to the transition to a new stage of professional development and enrichment of his or her professional and personal potential. The non-constructive resolution of the crisis leads to stagnation of the teacher and increased destruction of the personality. In light of this, it is relevant to study the peculiarities of the teacher’s professional personality crisis and to identify the mechanisms for successful recovery from the crisis.The aim of the present article was to disclose the research results on current sense states, which teachers face when experiencing professional personal crisis. Methodology and research methods. The methodological basis of the work was the systemic and phenomenological approaches. The method of cross-sections was used as an organisational method. The collection of empirical data was carried out by means of survey methods: a phenomenological questionnaire “Experiencing a professional personality crisis” and an adapted version of the test of life-sense orientations by D. A. Leontyev. The research sample was made by teachers of secondary schools. The analysis of the results was carried out through content analysis, comparative and frequency analysis.Results and scientific novelty. Theoretical and methodological analysis of the works of foreign and domestic scientists allowed authors to form a hypothesis that the situation of crisis is followed by disagreement in consciousness of the person’s professional past, present and future. The conducted research showed that only 19%  of teachers in the state of crisis possessed the balanced temporary loci. Apparently, these respondents were at the stage of recovery from the crisis and the transformation of values and meanings in their consciousness that already occurred. Sense-bearing desynchronosis was observed among vast majority of teachers (81%), expressed in “leaving” into any of temporary loci (in the past, present or future), i.e. a kind of escape from a crisis situation, which, in turn, gave rise to decrease in meaning of life in general. The authors concluded that fragmentary perception of life timelines leads to strengthening of destructive trends in teacher’s professional development and their stagnation. Practical significance. The research materials can provide a framework for design and realisation of the programmes of psycho-pedagogical support for teachers, taking into account their feelings during professional identity crisis. 

scholarly journals Specifics of defense and coping behavior among teachers experiencing a professional identity crisis

2018 ◽  
Vol 7 (2.13) ◽  
pp. 36
Author(s):  
Nadezhda O. Sadovnikova ◽  
Tamara B. Sergeeva ◽  
Svetlana S. Kotova ◽  
Irina I. Khasanova ◽  
Valeriya A. Domoratskaya
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Emotional Experience ◽  
Coping Behavior ◽  
Identity Crisis ◽  
Life Purpose ◽  
Research Results ◽  
Cognitive Component ◽  
Professional Development Of Teachers ◽  
And Coping

The issues addressed in the article are of particular relevance due to the necessity to provide research background for creating the system of psychological and pedagogical support for the professional development of teachers in the conditions of permanent changes in the system of education. The aim of the article is to describe specific interrelations between the reflection and the parameters of the teacher's axiological sphere (in particular, life-purpose orientations). The following research methods were used: theoretical analysis of psychological and educational literature, phenomenological method, questionnaires, and methods of mathematical and statistical data processing (descriptive statistics, comparative analysis (the Mann-Whitney U test). The results of the theoretical and empirical research provide adequate grounds for the conclusion that there is a definite interrelation between the parameters of reflection and the parameters of life-purpose orientations. It is proved that in the conditions of a professional identity crisis the teachers experience a significant reduction in the levels of life-purpose orientations, which in turn leads to intensification of reflection processes. At the same time, the obtained results suggest that the teachers can successfully overcome their professional crisis in case of formation of the cognitive component of the biographical reflection, aimed at the analysis of actions and means of understanding and organizing their life events. Implications of the research results. The research results expand our understanding of the essence and emotional experience of the professional identity crisis. They can be used in the designing the process of psychological support for the activities and professional development of teachers. 

scholarly journals The problem of professional identity in the professional development of the individual

2020 ◽  
Vol 210 ◽  
pp. 22001
Author(s):  
Lyudmila Zheldochenko ◽  
Oksana Nikolenko
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Professional Identity ◽  
Self Efficacy ◽  
Educational Institution ◽  
Professional Activity ◽  
University Graduates ◽  
The Status ◽  
Senior Stage ◽  
The Individual

The article analyzes the problem of professional development of the individual from the moment of choosing a profession at the senior stage of training in an educational institution and building an individual professional route, to the formation of professional identity at the stage of completion of training at a University and readiness to engage in independent professional activity. The article deals with the issues that lie at the origins of the professionalization of the individual, related to the formation of complete, clear ideas at the stage of training at school. The results of an empirical study of the professional identity of University graduates are presented. The respondents were students-bachelors in the number of 150 people. The following methods were used: "A questionnaire aimed at studying ideas about the object of activity (E. I. Rogova), methods for studying the status of professional identity (A. A. Azbel, A. G. Gretsov); diagnostics of self-efficacy using the Maddux and Scheer method. It is established that the status of formed professional identity prevails among graduate students with high self-efficacy, the status of moratorium prevails among graduate students with medium self-efficacy, and the status of imposed professional identity distinguishes graduate students with low self–efficacy.

scholarly journals SCIENTIFIC PROJECTIONS OF THE PHENOMENON OF PROFESSIONAL IDENTITY OF FUTURE EDUCATORS

2021 ◽  
pp. 15-18
Author(s):  
Tetiana Atroshchenko
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Professional Identity ◽  
Professional Community ◽  
Well Being ◽  
Self Esteem ◽  
Professional Activity ◽  
Theoretical Substantiation ◽  
Analysis And Synthesis ◽  
Professional Self

One of the fundamental scientific problems that have interested scientists today is the problem of professional identity, that is, the transformation of the personality into a professional whose relevance has been determined by the significance of professional activity both for society and for each future specialist. We belive that in the conditions of globalization, professional identity can be considered as the main determinant of professional development of personality and the main characteristic of the subject of labor. The purpose of the article is the theoretical substantiation of the phenomenon of professional identity of future educators. In order to realize the aim of the research, we have used such theoretical methods as − systematic and structural analysis and systematization of philosophical, psychological and pedagogical works that made it possible to substantiate the researched phenomenon; pedagogical analysis and synthesis, classification and generalization - to clarify the essence of key conceptions of the research. We have conducted theoretical analysis which allows us to determine professional identity as a systemic, dynamic, multilevel psychological phenomenon, which has directly been related to professional self-determination, professional self-consciousness and professional development. We have distinguished personal features that determine the formation of professional identity: harassment, self-esteem, value and responsibility. We believe that professional identity is the most important factor of person's psychological well-being, because it has provided a sense of stability of the surrounding world and confidence in their power. In our opinion, the criteria for the successful process of becoming a professional identity of future educators have been: positive self-esteem; level of harassment; satisfaction from doing of professional tasks and a positive attitude towards professional activity; responsibility for the implementation of the norms, rules of professional activity and requirements relating to the personality as a professionalist; the adoption of norms and values ​​inherent in a professional community; academic success. Achievements of professional identity have occured exclusively in the process of self-development, in the context of vocational training and successful integration of future educators into professional environment. We have been convinced that the formation of professional identity of future educators should be the strategic goal of the national educational system.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

Image detection and parameterization for different components in cross-sections of radial tires

2021 ◽  
pp. 095440702110236
Author(s):  
Chen Liu ◽  
Yude Dong ◽  
Yanli Wei ◽  
Jiangtao Wang ◽  
Hongling Li
Keyword(s):  
Image Processing ◽  
Digital Image Processing ◽  
Cross Sections ◽  
Digital Image ◽  
Detection Method ◽  
Detection System ◽  
Practical Significance ◽  
Vehicle Safety ◽  
Wire Steel ◽  
Good Detection

The internal structure analysis of radial tires is of great significance to improve vehicle safety and during tire research. In order to perform the digital analysis and detection of the internal composition in radial tire cross-sections, a detection method based on digital image processing was proposed. The research was carried out as follows: (a) the distribution detection and parametric analysis of the bead wire, steel belt, and carcass in the tire section were performed by means of digital image processing, connected domain extraction, and Hough transform; (b) using the angle of location distribution and area relationship, the detection data were optimized through coordinate and quantity relationship constraints; (c) a detection system for tire cross-section components was designed using the MATLAB platform. Our experimental results showed that this method displayed a good detection performance, and important practical significance for the research and manufacture of tires.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

The use of visualization technologies in the engineering training of vocational education teachers

2021 ◽  
pp. 49-59
Author(s):  
Б.Н. Гузанов ◽  
К.А. Федулова
Keyword(s):  
Vocational Training ◽  
Cognitive Activity ◽  
Educational Process ◽  
Practical Significance ◽  
Educational Technologies ◽  
Professional Activity ◽  
Theoretical Significance ◽  
Visual Frame ◽  
Complex Engineering ◽  
Engineering Training

В статье рассматриваются вопросы повышения эффективности изучения сложных технических дисциплин путем совершенствования образовательных технологий через использование инновационных цифровых средств и ресурсов, основанных на визуализации учебных элементов. Цель статьи — рассмотреть сущность визуализации учебной информации, которая направлена не только на демонстрацию инженерных процессов и систем, но и на активизацию познавательной деятельности обучающихся и стимулирование мотивации к изучению специальных дисциплин будущей профессиональной деятельности. Теоретическая значимость статьи заключается в обосновании необходимости использования цифровых технологий визуализации для обеспечения эффективности изучения сложных инженерных дисциплин. С помощью созданного визуального фрейма работа позволяет обучать на практике будущих педагогов профессионального образования разрабатывать, модифицировать и использовать в дальнейшем компьютерные модели для подготовки инженеров. В статье по-новому на трех уровнях рассматривается сущность визуализации учебных элементов, что важно при использовании данной технологии в образовательном процессе. The article deals with the issues of increasing the efficiency of studying complex technical disciplines by improving educational technologies through the use of innovative digital tools and resources based on the visualization of educational elements. The purpose of the article is to consider the essence of visualization of educational information, which is aimed not only at demonstrating engineering processes and systems but also at activating students’ cognitive activity and motivating them to study special disciplines of future professional activity. The theoretical significance of the article lies in the justification of the necessity of using digital visualization technologies to ensure the effectiveness of studying complex engineering disciplines. The practical significance is presented through the created visual frame, which enables high-quality training of vocational training teachers in the development, modification and further use of computer models for engineering training. The article considers the essence of educational elements visualization in a new way at three levels, which is important when using this technology in the educational process.

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