DYNAMICS OF EXISTENTIAL SPHERE OF STUDENTS' INDIVIDUALITY IN THE PROCESS OF PROFESSIONAL PEDAGOGICAL EDUCATION

The aim of this article is to determine the particularities of the dynamics of the existential sphere components of future pedagogues in the process of professional education. The theoretical basis of the presented empirical research is O. Grebeniuk’s pedagogy of the individuality. The significant part of the concept of individuality is the existential sphere being a «dominatrix» of all individuality of a person. 63 undergraduates from 1-year of studying to 4 one with the major in pedagogy have taken part in the research. T. Grebeniuk’s diagnostic method of seven spheres of student’s individuality was used in this work. The research demonstrates students’ high assessment in the development of the components of the existential sphere. They understand its importance in the development of the individuality. The serious deference in the dynamics of the self-assessment of individual valuable positions and orientations has been determined. The qualitative improvements of «Self-concept» reflective processes and components happen in the 2-year of studying with the development of the ability of the self-analysis, deliberate self-respect and making a right choice. The existential sphere in the final year of studying becomes more complicated and at the same time there is a process of structuring: awareness of the inner world and moral self-assessment are in the centre of this process. It defines the development of the components of the existential sphere which reflect the development of the components of «Selfconcept» and provide the realization of the meaning of «Self-concept» in external active actions due to the desire of self-improvement. The development and self-development of the deliberate self-respect and the ability of analyzing the behavior should become the aim of psychological and pedagogical interactions between future pedagogues and their mentors as well as in the university and in resource centers. The significant potential in the development of the existential sphere of individuality is the system of specific pedagogical situations where the necessity of realizing a free choice appears.

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PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL

Voice of Wesley: Jurnal Ilmiah Musik dan Agama ◽

10.36972/jvow.v3i1.39 ◽

2020 ◽

Vol 3 (1) ◽

pp. 16-26

Author(s):

Nurasyah Dewi Napitupulu

Keyword(s):

Learning Outcomes ◽

Common Sense ◽

High Performance ◽

The Self ◽

Self Concept ◽

Self Assessment ◽

Psychological Characteristic ◽

Self Confidence ◽

Christian Teachers ◽

Educational Professional

Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Professional Development" instruction. The results of the correlation test using the SPSS Version 21 program showed that Sig. (2-tailed) = 0.042 <0.05. It concluded that there is a positive correlation between the personality and professionalism of Christian teachers. Qualitative analysis is discovered that the teachers' personality is in the criteria of good and very good, as well as their professionality. The lowest percentage of personality is on the positive self-concept indicator (62.9%) with good criteria, whereas professionality is on the self-confidence indicator (64.5%) with good criteria. The results of interviews as the self-assessment be discovered that Christian teachers with high performance are 18.75%; the adjusted teachers are 43.75%; the teachers hopeless are 43.75%, and not giving answering by 25%. It was concluded that assumptions about teachers’ personality and professionalism have a proven correlation for Christian teachers participated. Therefore, to improve professionalism as an Indonesian teachers’ competence, it has to develop the personality of Christian teachers sustainable. The personality of the Christian teachers is an entity of Christ's character and professionalism is the existence of ability, attitude, and skills based on common sense. The researcher argues that toward a superior Indonesia is marked by teachers who excel in professionalism and personality.

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KONSEP DIRI SEORANG DA'I

Jurnal Bimbingan Penyuluhan Islam ◽

10.32332/jbpi.v1i2.1719 ◽

2019 ◽

Vol 1 (2) ◽

pp. 207

Author(s):

Noormawanti, Iswati

Keyword(s):

Social Interaction ◽

The Self ◽

Self Concept ◽

Social Aspects ◽

The Core ◽

Self Development ◽

The World ◽

Entire Complex ◽

The Individual ◽

Beliefs And Attitudes

The concept of self is an understanding of the attitude of the individual towards himself so that it results in the interaction of two or more people. Self-concept is a factor that communicates with others. The concept of self is the views and attitudes of individuals towards themselves, characteristics and individual and self-motivation. The self-view includes not only individual strengths but also weaknesses and even failures. This self-concept is psychological, social and physical. Self-concept is our views and feelings about ourselves, which include physical, psychological and social aspects. The concept of self is not just a descriptive picture, but also an assessment of ourselves, including what we think and how we feel. Anita Taylor defines self-concept as "all you think and feel about you, the entire complex of beliefs and attitudes you hold abaout yourself '. Human behavior is a product of their interpretation of the world around them through social interaction. Behavior is often a choice as a feasible thing to do based on how it defines the existing situation. The definition they give to other people, situations, objects and even themselves determines their behavior. So it is individuals who are considered active to regulate and determine their own behavior and environment. While the core of the individual is consciousness (consciousness). self-development depends on communication with others, which shape or influence themselves

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The model of development of a professional competence of future teachers on the basis of a personality-centered approach

SHS Web of Conferences ◽

10.1051/shsconf/202111300012 ◽

2021 ◽

Vol 113 ◽

pp. 00012

Author(s):

L.I. Abbasova

Keyword(s):

Professional Competence ◽

The Self ◽

Future Teacher ◽

Practical Training ◽

Future Teachers ◽

Interactive Technologies ◽

Self Development ◽

Self Actualization ◽

Inner World ◽

Definition Of

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

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OS DESAFIOS DA GESTÃO NO AMBIENTE UNIVERSITÁRIO: ESTUDO DE CASO NA FACULDADE SESI-SP DE EDUCAÇÃO

Revista de Administração Educacional ◽

10.51359/2359-1382.2019.242651 ◽

2019 ◽

Vol 10 (1) ◽

pp. 56

Author(s):

Hugo Cesar Bueno Nunes ◽

Marcus Stander

Keyword(s):

Document Analysis ◽

The Self ◽

Private Higher Education ◽

Assessment Process ◽

University Management ◽

Self Assessment ◽

University Environment ◽

The University ◽

Education In Brazil

É fato que o ensino superior privado no Brasil, vem passando por grandes transformações ao longo dos últimos 20 anos. Neste cenário o presente artigo, tem como objetivo compreender os principais desafios da gestão no ambiente universitário. Para isso, realizamos uma pesquisa qualitativa do tipo estudo de caso, onde utilizamos análise de documentos e questionário para coleta dos dados. Consideramos que o processo de autoavaliação realizado pela IES atrelado ao conhecimento do PDI pode ser um bom indicativo de possíveis saídas para a melhoria dos resultados e para a superação dos desafios apresentados pelos coordenadores de curso. AbstractIt is a fact that private higher education in Brazil has undergone major transformations over the last 20 years. In this scenario, this article aims to understand the main challenges of management in the university environment. For this, we carried out a qualitative research of the type of case study, where we used document analysis and questionnaire for data collection. We believe that the self-assessment process carried out by the IES, linked to the knowledge of the PDI, can be a good indicator of possible outcomes for the improvement of the results and to overcome the challenges presented by the course coordinators.KeywordsManagement Processes; Private Faculty; Challenges of University Management.

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Konstanz Method of Dilemma-Discussion (KMDD®) an its application in the process of ethical education of psychologists

Educational Psychology ◽

10.5604/01.3001.0013.2979 ◽

2019 ◽

Vol 57 (15) ◽

pp. 189-203

Author(s):

Małgorzata Steć

Keyword(s):

Professional Education ◽

Professional Ethics ◽

Moral Dilemmas ◽

Psychological Services ◽

Moral Norms ◽

Moral Competence ◽

Ethical Education ◽

Self Development ◽

Moral Competency ◽

The University

Psychologist are the representatives of a profession in which a wellbeing of a person is the paramount. Helping activity requires of psychologists to follow not only professional ethics but also moral norms. Not rarely do psychologists face the necessity to consider moral dilemmas connected with the practice of delivering psychological services. In such cases, a psychologist should be able to use not only professional knowledge, but also a moral competency allowing him or her to put in practice the assumptions of autonomous morality which is in agreement with his or her personal and professional identity. It is hard to find formal programs of stimulation of moral competence dedicated directly for psychologists. However, there is a possibility of using Konstanz Method of Dilemma-Discussion (KMDD®) in order to achieve this goal. Konstanz Method of Dilemma-Discussion developed by professor Georg Lind from the University of Konstanz – a student and a critic of L. Kohlberg – is used in many countries all over the world in order to increase the level of moral development by developing moral competency mainly in the area of education. An increasing interest of researchers in the method also results in searching for new possibilities of applications of the method. An example of such application would be an area of psychologists’ work. The article aims to promote the KMDD® method in the course of ethical and professional education and self-development of psychologists.

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The development of self-concept in children

ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES ◽

10.36473/ujhss.v224i3.302 ◽

2018 ◽

Vol 224 (3) ◽

pp. 293-316

Author(s):

Assist. Inst. Fadia Fakhry Smoaay

Keyword(s):

Elementary Schools ◽

The Self ◽

Self Concept ◽

Total Degree ◽

Social Self ◽

Moral Self ◽

Carl Rogers ◽

Five Dimensions ◽

The Stability ◽

The Relationship

The goal of the current research is to identify the Self-Concept for children according to the age of (5, 6, and 7 years). These variable1 can be shown as follow: A - Age (5, 6, and 7) years . B - Gender (male - female) The present study shows that there is no statistically significant differences between the averages of the age of children (5, 6, and 7) years in self-concept, and sex variable (male - female) .The research sample consists of (230) boys and girls, they have been selected by class style randomly from kindergarten and elementary schools affiliated to Al Rusafa in the province of Baghdad. For the purpose of achieving the objectives of the research ,the researchers formulaes a suitable instrument for the research sample, so the researcher uses a tool to measure the evolution of self-concept in children aged (5, 6 and 7) years, it was rely on the theory of Carl Rogers and some previous studies on this concept, which was to reach for five dimensions to measure self-concept that includes ( Physical-self dimension, mental-self dimension, social-self dimension, emotional-self dimension, moral-self dimension) . This tool consists of (42) paragraph, that reflects the truth of virtual scale, discrimination paragraphs, in addition it is distinguishing the relationship between the paragraph degree with the total degree of the standard, and the link of the paragraph degree with the area degree, and it has been verified the stability of the standard by re-testing it, which was (0.75), and coefficient of Alvacrobach, in order to calculate the stability of (internal consistency) for the standard which was (0.84), which makes the standard ready for the final application.

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Assessment of Conflict Resolution Training at University

SHS Web of Conferences ◽

10.1051/shsconf/20219002010 ◽

2021 ◽

Vol 90 ◽

pp. 02010

Author(s):

Nadezhda Sivrikova ◽

Tatyana Ptashko ◽

Elena Chernikova ◽

Artem Perebeynos ◽

Vitaly Kharlanov

Keyword(s):

Conflict Resolution ◽

Conflict Management ◽

The State ◽

Educational Process ◽

The Self ◽

State University ◽

Self Assessment ◽

Management Preparation ◽

The University ◽

Conflict Resolution Training

The growth of conflicts in a changing world makes conflict resolution competence an important component of entrepreneurial competencies. Higher education should empower students to effectively prevent and resolve conflicts. The problem of assessing the educational process in the field of conflict resolution training and the result of this training is discussed in this article. The authors cite the results of an empirical study, the purpose of which was to determine the needs of students of the State University (Chelyabinsk, Russia) with regards to conflict management preparation. The survey relied on an analysis of the self-assessment of students´ own skills and commitment to the principles of tolerance, an assessment of the educational process, and the need to increase their own conflict management competence. 152 students of the State University took part in the survey, of which 63 were male and 89 female. The Likert scale was used. The results of the study showed that students assess the level of their own conflict resolution competence as high, as do they the educational process at the university. The limitations of the study are discussed at the end of the article.

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Self-determination impact on motivation in the conditions of professional education.

Historical and social-educational ideas ◽

10.17748/2075-9908-2021-13-1-123-133 ◽

2021 ◽

Vol 13 (1) ◽

pp. 123-133

Author(s):

Alla G. Mikhailova ◽

Keyword(s):

Professional Education ◽

Self Regulation ◽

Psychological Needs ◽

Educational Process ◽

Self Determination ◽

Self Organization ◽

Self Awareness ◽

Social Self ◽

Self Development ◽

The University

Introduction: Self-determination theory plays a crucial role in self-awareness forming. It suggests that people are motivated to grow and change as well as to be able to become self-determined by three universal psychological needs: for fulfillment of competence, connection, and autonomy. The article examines the main criteria and indicators of self-determination. Socio-pedagogical conditions are pro-posed which provide the effectiveness of the process of forming social self-determination among students. Materials and methods: the methodological basis is the ideas of personal and pro-fessional development as the basis the foundation of achieving a professional “acme” in the works of such scientists as A.S. Anisimov, A.A. Bodalev, A.A. Derkach, V.G. Zazykin, A.K. Markova, N.V. Kuzmina and others. Scientists focused on interdiscipli-nary connections and integration approaches in the study of the problems of personality self-determination. Results: recommendations are given for the design of activating methods of self-determination. The research hypothesis is based on the assumption that the for-mation of self-determination in the educational process of the university will be effective if proposed conditions are realized: providing the interconnection of formation processes and person’s self-development; inclusion of students in a variety of activities in order to acquire social experience and a system of social roles for further self-development; trainings for motivational growth and classes aimed at developing skills of self-organization and self-regulation in stressful situations. Discussion and Conclusions: according to these conclusions, a set of recommenda-tions were developed: external and internal factors of social self-determination should be considered in the system, with its inherent connection with the environ-ment, since changes in the social environment entail changes in the system of factors; in order to study personal properties, develop mutual understanding and determine ways of development and correction, one should use high-quality psychodiagnostic techniques, trainings for motivational growth, aimed at developing skills of self-organization and self-regulation in stressful situations; it is necessary to ensure the activity of students in a variety of activities.

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Factors of formation self-development abilities among university students

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2019-24-180-24-30 ◽

2019 ◽

pp. 24-30

Author(s):

Elena Molokanova

Keyword(s):

Professional Education ◽

Personal Characteristics ◽

University Professors ◽

Internal Factors ◽

University Teachers ◽

Professional Activities ◽

Self Development ◽

Technical University ◽

Learning Factors ◽

The University

We substantiate the necessity of the student’s self-development ability formation in the conditions of multi-level educational programs implementation in a technical university. We ana-lyze various pedagogical and psychological approaches to the formulation and use in the relevant sciences concept of “self-development of a personality”. We explain the choice of a scientific ap-proach, in which self-development is defined as the process of purposeful activity of a personality in continuous self-transformation, conscious management of your own development, choice of goals, ways and means of self-improvement corresponding to your own life values and attitudes. We define one of the main tasks of technical universities – the task of updating and managing students’ professional education, the result of which is an organically formed personality capable of self-development through self-education and self-upbringing. We formulate external factors (scientific, academic, informational, social and sports bases of the university; research and professional activities at the educational stage; upbringing work under the guidance of lecturers and supervisors; academic work under the guidance of lecturers) and internal factors (factors contributing to students’ self-learning; factors contributing to the self-realization of your own plans and ideas) affecting the readiness for self-development of the future engineer. We substantiate the main external factor – the factor of personal influence of university professors on students’ self-development. Personal characteristics of the main types of technical university teachers are highlighted. We analyze the views of various scientific schools scientists on the problem of lecturer’s personality influence on the formation of self-education and self-development abilities of students.

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