scholarly journals Personal and existential-psychological resources of form tutors working with gifted children

2021 ◽  
Vol 23 (1) ◽  
pp. 102-135
Author(s):  
N. V. Markina ◽  
E. L. Soldatova ◽  
I. L. Kachuro ◽  
A. Gavriliuc
Keyword(s):  
Gifted Students ◽  
Ego Identity ◽  
Practical Significance ◽  
Professional Activity ◽  
Gifted Children ◽  
Psychological Resources ◽  
Deficit Model ◽  
Ego States ◽  
Two Factors

Introduction. The article deals with the problem of identifying the resources of teachers – form tutors, focused on working with gifted students. This problem is considered in the context of the methodological shift from the classical to the post-non-classical scientific paradigm, from the “deficit model” to the model of “success and resilience” (S. Maddi, Ph. Hiver). A review of modern research on the problems of professiogenesis of form tutors is carried out.Aim. The aim of the present research was to empirically test the possibilities of a resource approach to the study of personal and existential-psychological aspects of the activities of teachers working with gifted children.Methodology and research methods. The methodological framework of the research is based on the provisions of the subject-activity, existential-psychological approaches to the development of the personality, to its being formation. Based on the analysis of the literature, personality traits (professional consciousness, creativity, a picture of the world, ego-identity, resilience, and others) are identified. These personality characteristics can be considered as the resources for professional development of teachers – form tutors. The severity of various types of reflection and their ratio are determined on the basis of a differential reflexivity questionnaire by A. V. Karpov and V. V. Ponomareva. The profile of ego states was built using the transactional questionnaire of D. Jongeward (in V. K. Kalinenko’s and V. A. Petrovsky’s adaptation). The Existence Scale developed by A. Langle, K. Orgler (revised by S. V. Krivtsova, I. N. Majnina and A. Yu. Vasanov) was applied for the diagnosis of indicators of existential performance as a person’s quality of life associated with a feeling of fullness of life with a particular meaning, free choice and responsibility. The features of hardiness and a method for solving the existential dilemma were identified using the S. Muddy’s Hardiness Survey (modified by D. A. Leontiev, E. I. Rasskazova).Results. The outcomes of an empirical study of the ratio of personal and existential resources of the professional activity of teachers working with gifted students are demonstrated. Significant differences were revealed in the manifestation of hardiness and reflexivity in relation to form tutors with different types of personality ego-structures. Factor analysis made it possible to identify two factors, which demonstrate the existential-psychological and personal resources of the activity of form tutors working with gifted students: “existential choice of a new professional experience” and “detachment from externally given rhythms and attitudes”.Scientific novelty. The empirical capabilities of the existential-psychological, subject-activity and resource-based approaches to the study of the problems of the psychology of giftedness and the professiogenesis of teachers are tested.Practical significance. The demonstrated results can be used as part of a programme for developing the resources of professional activity of teachers working with gifted students.

Specific Writing Disabilities in Intellectually Gifted Children

1995 ◽  
Vol 18 (2) ◽  
pp. 131-155 ◽  
Author(s):  
Cheryl M. Yates ◽  
Virginia W. Berninger ◽  
Robert D. Abbott
Keyword(s):  
Learning Disabilities ◽  
Cognitive Processes ◽  
Gifted Students ◽  
Gifted Children ◽  
Text Generation ◽  
Writing Performance ◽  
Low Level ◽  
Writing Processes ◽  
Writing Disabilities

To determine whether some gifted children may have specific writing disabilities, we compared 10 gifted and 10 average children in grades 1 through 6 (N = 120). The primary question addressed was whether gifted writers exhibit more advanced skills than their average-IQ peers in both higher level cognitive writing processes (as manifested in quality of text generation) and lower level writing processes (as manifested in transcription), or solely at one of those levels. Results supported our hypothesis that gifted and average children differ in higher level cognitive processes but not in lower level processes in writing. Poor writing performance in gifted students may reflect low-level transcription deficits and is not necessarily the result of laziness, boredom, or lack of motivation as is often believed. Implications of this research for identifying writing-related learning disabilities in gifted students are discussed.

scholarly journals Development of creativity of a future teacher as a condition for their effective work with gifted students

2021 ◽  
Vol 117 ◽  
pp. 06005
Author(s):  
Nadezhda Anatolievna Shaidenko ◽  
Svetlana Nikolaevna Kipurova ◽  
Aleksandra Vladimirovna Sergeeva ◽  
Maria Vyacheslavovna Filatova ◽  
Ellada Vladimirovna Shelispanskaya
Keyword(s):  
Higher Education ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Education Institution ◽  
Educational Process ◽  
Sensitive Period ◽  
Professional Activity ◽  
Gifted Children ◽  
Effective Work ◽  
Definition Of

Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.

Communicative competence is a professional value of a modern pedagogue

2020 ◽  
Vol 45 (4) ◽  
pp. 213-221
Author(s):  
A. Sapargaliyeva ◽  
◽  
S. Begimbekova ◽  
A. Mametkhanova ◽  
◽  
...  
Keyword(s):  
Structural Model ◽  
Communicative Competence ◽  
Practical Significance ◽  
Professional Activity ◽  
Highly Qualified ◽  
Current Trends ◽  
Qualified Personnel ◽  
New Challenges ◽  
High Level

The relevance of this article is conditioned by the acute problem in the training of qualified personnel for education. Every period of development of human civilization has its own requirements for the teacher as a person and for his professional activity. The process of globalization and current trends in the labor market pose new challenges in the training of highly qualified specialists in higher education. Based on this, the state, acting as the main customer of education, sets clearly formulated and qualification requirements for teacher training. A modern pedagogue is a specialist who has the ability to communicate with all participants of educational relations at a high professional level, in other words, a high level of communicative competence. The purpose of the article is to reveal the content and essence of communicative competence as an crucial quality of professional activity of a teacher. The article presents a structural model for the development of a teacher’s communicative competence, which ensures the practical significance of this material.

scholarly journals PROFESSIONAL SELF-REALIZATION PROGRAM FOR TEACHERS WORKING WITH GIFTED CHILDREN

2021 ◽  
pp. 79-86
Author(s):  
Svetlana Sergeyko
Keyword(s):  
Corporate Culture ◽  
Professional Growth ◽  
Cognitive Activity ◽  
Gifted Students ◽  
Self Organization ◽  
Professional Activity ◽  
Gifted Children ◽  
Personal Attitude ◽  
Professional Self ◽  
Stimulation Of

In the article self-actualizing portraits (types) of teachers, which were identified on the basis of the study, are presented. The main aim of two of them (“Subject Teachers” and “Psychologists”) is to develop gifted students. The developed separate training program for teachers working in the context of the development of gifted students has been substantiated in the article. This made it possible for the Institute for the Development of Education to develop a strategy for advanced training and scientific and methodological support of teachers of both types. The strategy is based on the principles of mutual enrichment, mutual respect, cooperation of all subjects of the education system and promotes the professional self-realization of teachers and, as a result, the development of gifted students. Through participating in events using various forms and technologies, the teacher shows himself, his uniqueness and originality, the desire for his own realization in professional activity, demonstrates a personal attitude towards himself, colleagues, professional events, and corporate culture. Measures, creating an environment of advanced personal and professional development, contribute to the professional motivation of teachers, ensuring the effectiveness of the pedagogical activity, develop the readiness for professional self-realization, and help raise the level of awareness of the value of pedagogical activity for personal self-realization. The result of the implementation of the mentioned program for teachers will be the development of the creative potential of teachers; stimulation of personal and professional growth of teachers; self-identification, self-organization, self-government and professional self-realization of these types of teachers. Keywords: self-realization of personality; professional self-realization of the teacher; the self-actualizing portrait (type) of a teacher; cognitive, activity, emotional, axiological levels of the program; gifted children.

scholarly journals Features of professional self-determination of gifted schoolchildren in the conditions of additional education

2021 ◽  
Vol 2 (11) ◽  
pp. 111-119
Author(s):  
Irina N. Grushetskaya ◽  
Keyword(s):  
High School Students ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Self Determination ◽  
Professional Activity ◽  
Gifted Children ◽  
School Students ◽  
Professional Self ◽  
Additional Education

The current situation in the education system requires a revision of the content of work with such a non-standard category as gifted children. Many scientists are aware of the importance of gifted and talented children as the future scientific elite and the engine of the country's progress. Most studies identify a number of difficulties in the social development of the gifted, including the difficulties of communicating with peers and adults, the complexity of personal self-determination, and often the difficulty of professional self-determination. In this regard, the study of issues of professional selfdetermination is seen as an urgent problem that requires psychological and pedagogical consideration. As practice shows, most organizations of additional education have successful and interesting experience in working with gifted children, who later turn out to be prize-winners and winners of the olympic and competitive movement. In 2019– 2020 we conducted a study in which 156 students of senior school age took part. With the help of a questionnaire, we studied and identified the features of professional selfdetermination of gifted high school students in the conditions of additional education organizations in the city of Kostroma (Multi-subject school for the gifted) and St. Petersburg (Academy of talents). In addition, we have revealed some influence of the chosen programs of additional education on the professional choice of young people. The results of the study have shown that additional education plays an important role in the professional self-determination of gifted students, and there is a certain relationship between the profile of future professional activity and the choice of a particular association in organizing additional education.

scholarly journals ПСИХОЛОГІЧНІ УСТАНОВКИ, КОМПЕТЕНЦІЇ ТА ОСОБИСТІ ЯКОСТІ ВИКЛАДАЧА ЯК ФАКТОР РОЗВИТКУ МАТЕМАТИЧНОЇ ОБДАРОВАНОСТІ УЧНЯ

2020 ◽  
pp. 16-24
Author(s):  
Бончук Н. В.
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Teacher Education Program ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Gifted Children ◽  
Mathematically Gifted

The article deals with the problem of the role of professional competences, personal characteristics and psychological attitudes of the subject-teacher in the development of mathematical giftedness of students. The substantiation of the competence model of a teacher working with mathematically gifted children is presented. The urgency of the problem of formation of necessary competences for work with mathematically gifted students is substantiated. The three-level model of teacher's professional competence is considered as a set of key professional (reflecting the specificity of a certain professional activity, in our case - pedagogical) and special (reflecting the specificity of working in different conditions of professional activity with talented children) competencies.Within the competency model, the components of the cognitive, behavioral, and value components are examined. The role of the psychological ettitudes of the teacher in the motivational component of the educational process is substantiated. A number of problems of professional and personal development of teachers in the organization of teaching of mathematically gifted students have been identified. Recommendations are given for the construction of a postgraduate teacher education program aimed at the discovery and psychological and pedagogical support of mathematical talent.

Possibilities of the choice and specification of model of socialization and self-realization of the personality in the system of continuous education

2020 ◽  
pp. 77-85
Author(s):  
Lubov N. Sudyina ◽  
Evgeniy A. Chigishev ◽  
Aleksander I. Kalachikov
Keyword(s):  
Continuing Education ◽  
Future Development ◽  
Personality Development ◽  
Professional Activity ◽  
Lifelong Education ◽  
Professional Environment ◽  
Inner World ◽  
Education Science ◽  
Self Presentations

The paper identifies and systematically clarifies the possibilities of setting and solving the problem of choosing a model of socialization and self-realization of a person in a system of continuing education. The system of continuing education creates the conditions for holistic study and clarification of the possibilities of personality development, in this choice the person chooses the direction of future professional activity, determines the model of self-realization and socialization, the possibilities of which can be represented in a generalized way through the directions of “education”, “science”, “sport “,” Art “,” culture “, etc. The transition from one direction of socialization and self-realization of a person to another direction may be due to changes in the inner world personality and social and professional environment. The ambiguity of the choice of the model of socialization and the model of personal self-realization in the system of lifelong education determines the problem of personification and unification of the assessment of the quality of an individual’s activity in the chosen direction and the selected constructs for assessing the quality of pedagogical meters. In the structure of detailing the models under consideration, concepts are clarified, the principles of identifying and researching the socialization and self-realization of a person in the system of continuing education are highlighted. The quality and productivity of the identified and solved problems of socialization and self-realization can be clarified and presented in various kinds of self-presentations (student portfolio, professional-pedagogical case, etc.) and resume. To study and visualize the quality of socialization and self-realization of a person in the structure of the work organized by the teacher, you can also use questionnaires, whose popularity and the ambiguity in the interpretation of the received data explains the need for future development of program-pedagogical support for the study of the quality of socialization and self-realization of a person in the system of continuing education.

PENGARUH KONSENTRASI RAGI Saccharomyces cerevisiae DAN LAMA FERMENTASI TERHADAP KUALITAS CUKA TOMI-TOMI (Flacourtia inermis)

2015 ◽  
Vol 4 (2) ◽  
pp. 50-55
Author(s):  
Sandra J Nendissa ◽  
Rachel Breemer ◽  
Nikholaus Melamas
Keyword(s):  
Saccharomyces Cerevisiae ◽  
Experimental Design ◽  
Total Dissolved Solids ◽  
Total Sugar ◽  
Dissolved Solids ◽  
Randomized Experimental Design ◽  
Two Factors ◽  
Four Levels

This objectives of this research were both to study and determine the best level of concentration of yeast Saccharomyces cereviseae and period of fermentation on the quality of tomi-tomi vinegar (Flacourtia inermis). A completely randomized experimental design with two factors of treatment was applied in this research. The first factor was concentration of yeast S. cereviseae having four levels of tretament, i.e.: without the addition of yeast 0.5, 1 and 1.5 g yeast. The second factor was period fermentation with 1, 2, 3, 4, and 5 weeks. The result indicated that the concentration of yeast S. cereviseae 1.5 g and period fermentation 5 week produced a good tomi-tomi vinegar with total acids 51.22%, total dissolved solids 8.35, total sugar 8.07% and pH 5.40.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

Quality of Life (QOL) of Balinese Women Working in Spa Tourism Industry

2015 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Putu Sucita Yanthy ◽  
Luh Gede Leli Kusuma Dewi ◽  
W. Citra Juwitasari
Keyword(s):  
Quality Of Life ◽  
Tourism Industry ◽  
Family Needs ◽  
Interesting Phenomenon ◽  
Tourist Destinations ◽  
Foreign Countries ◽  
The Family ◽  
Two Factors ◽  
Material Factor

Bali is one of spa tourist destinations having various categories of spas and spa treatments, and the most important is the spa therapists. Spa development becomes an interesting phenomenon to be studied when it is associated with an involvement of Balinese women as spa therapists in foreign countries. The world’s demand for Balinese spa therapists has become the motivation of women to work in this area. The work and life of Balinese spa therapists while they are working in foreign countries serve as parameters to know their quality of life, and these parameters are also the main focus of this study. Through in-depth interviews and questionnaires distributed to 20 therapists it was found out that 85 percent of them have revealed an improvement in their quality of life that is influenced by two factors: the material and intimacy factors. The material factor in question refers to the economic improvement of the family as they could earn enough income to cover their family needs. The intimacy factor in question refers to closeness and a sense of solidarity fostered while they are working abroad and the relationship within the family. This study concludes that the most important part of the development of spa in Bali is its female Balinese spa therapists due to the image that Balinese women working as spa therapists are loyal, hard-working and honest making them in demand among tourists who are seeking spa treatments. Being a spa therapist can improve their quality of life, which means that subjectively both material and intimacy factors are the aspects that affect the quality of life of the Balinese spa therapists.

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