scholarly journals Motivational and personal characteristics of students in various fields of study

2021 ◽  
Vol 1 (118) ◽  
pp. 143-150
Author(s):  
Tatiyana V. Gerasimova ◽  
◽  
Elena N. Ustyuzhaninova ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Growth ◽  
Personal Characteristics ◽  
Psychological Support ◽  
Modern World ◽  
Professional Activity ◽  
Fields Of Study ◽  
Intrapersonal Conflict ◽  
Mode Of Being

The article discusses the motivational and personal characteristics of students in various fields of study from the standpoint of the mode «being» and the mode «having» (E. Fromm). In the modern world, there is a shift in the direction of development of young people’s personal traits from the mode «being» to the mode «having», which negatively affects the training of specialists in the «person – person» system. A specialist who has deep knowledge, but is more focused on material benefits, as opposed to a commitment to return, to help people, can be ineffective in many critical professional situations. The success of professional activity largely depends on psychological support during professional development, in particular, during the student period.This article presents research on the motivational and personal sphere (Milman's method) and the severity of indicators of intrapersonal conflict, as one of the possible factors of professional development (E. Fantalova's method) in students of managers, psychologists and various medical fields of study. Different levels of intrapersonal conflict, different total indicators of the main motives of students in different areas of study were identified. There were no significant differences between the groups of students in the mode of being and the mode of having. The analysis of the obtained factor matrix allowed us to determine the «mode of being» and «mode of having» with characteristic main motives and intrapersonal disintegration. Therefore, the purpose of psychological support at the stage of professional education is the student's awareness of their potential, prospects for personal and professional growth, the desire to search, creativity, and experimentation. A crucial element of this situation of professional development is the ability and necessity to make a choice, which means to feel your freedom, on the one hand, and your responsibility for everything that happens and will happen, on the other

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

scholarly journals Features of professional and creative development of personality at the stage of professional education

HUMANITARIUM ◽  
2019 ◽  
Vol 43 (1) ◽  
pp. 93-103
Author(s):  
Olha Lomak ◽  
Yaroslava Vasylkevych
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Professional Training ◽  
Personality Types ◽  
Professional Activity ◽  
Creative Development ◽  
High Productivity ◽  
Main Indicator ◽  
Professional Aspirations ◽  
Conventional Type

The article analyzes the problem of professional development of personality at the stage of professional education. Models of formation of professional activity (adaptive and transformative) are considered. The stages of professional development of personality (conception and formation of professional intentions; professional training and education; active entry into the professional environment; realization of professional aspirations and opportunities of the personality in independent work) are analyzed. The problem of interaction of personal and professional development is considered in the context of the professional development of students. The empirical study of the peculiarities of professional development of the personality of students of technical college allowed us to determine the features of the correspondence of personality types and the sphere of professional activity. It was found that in the sample of students-programmers the dominant personality type is the entrepreneurial type, which is characterized by solving uncertain tasks and responsibility for the performed work; the least represented type is the conventional type, which prefers structured activities, working according to instructions, certain algorithms, and has a stereotypical approach to problems. It is empirically determined that the need for security is the most pronounced in the sample and the need for self-affirmation is the least pronounced; the need for security is dominant in all personality types (except conventional). The study of creative abilities of students-programmers showed: 1) the indicator of originality as the main indicator of creativity is within the norm in all subgroups of students, but the lowest originality is found in the subgroup of the conventional type; 2) the indicator of elaboration is the highest in the artistic type of personality, the lowest level of elaboration (at the level below the norm) is found in the intellectual type; 3) high productivity and the lowest flexibility were demonstrated by representatives of the social type. Conclusions about the correspondence of personality types and professional and creative features of students-programmers are made.

scholarly journals Personal and professional development of the individual in the civil service of the Russian Federation

2021 ◽  
Vol 108 ◽  
pp. 05010
Author(s):  
Ekaterina Nikolaevna Sepiashvili ◽  
Tatyana Vyacheslavna Maltseva ◽  
Ekaterina Anatolyevna Sumina ◽  
Natalya Nikolaevna Bashlueva ◽  
Mariya Andreevna Bashlueva
Keyword(s):  
Professional Development ◽  
Russian Federation ◽  
Organizational Support ◽  
Professional Education ◽  
Civil Service ◽  
Civil Servants ◽  
Professional Activity ◽  
Federal State ◽  
The Russian Federation ◽  
The Individual

The presence of professional highly qualified personnel in the civil service, together with modern information technologies, is possible thanks to the existence of a democratic state governed by the rule of law. The professional activity of civil servants acts as a subsystem within the civil service system. The study of the peculiarities of personal and professional development of the individual in the civil service will contribute to the disclosure of the psychological mechanisms of this process, the resolution of a number of pressing questions about the methods and possibilities of optimizing professional and personal development, which in turn will contribute to improving labour efficiency. To study the features of personal and professional development of the individual in the Russian Federation Civil Service. Survey among civil servants and comparative analysis of the results obtained in all study groups; statistical processing of the results. 120 respondents took part in the study: federal-state civil servants (40 people) and civil servants of other types (80 people). The main problems and features of personal and professional development of the individual in the civil service of the Russian Federation are identified and the main directions of optimization of the studied process are determined. The process of personal and professional development of civil servants, as will be shown in this study, is an overall result of the professional education and additional professional education, including retraining, advanced training, and internships. The main directions of optimization of the studied process are the following: improving scientific, methodological, and organizational support; increasing the motivation for professional activity and career advancement; improving the efficiency of additional professional education; developing a program for personal and professional self-development; introducing additional forms and technologies for improving professional skills of state civil servants.

scholarly journals MOBILE RESOURCES IN THE PROFESSIONAL TRAINING OF FUTURE POLICE OFFICERS

2018 ◽  
pp. 79-85
Author(s):  
Alina Kudlay ◽  
Keyword(s):  
Higher Education ◽  
Police Officer ◽  
Police Officers ◽  
Professional Education ◽  
Professional Growth ◽  
Professional Training ◽  
Cultural Development ◽  
Professional Activity ◽  
The Future ◽  
European Standards

Modern conditions for the modernization of higher education in Ukraine have led to the need to introduce innovative approaches to the implementation of the concept of future specialists training, taking into account European standards. Higher education is crucial for socio-economic and cultural development of society. The need for training of a competent police officer, who is capable of effective professional activity in a multinational environment, is a priority approach in the training of future police officers in the parameters of European standards. The socio-cultural aspect in the training of future police officers is not only the formation of ethno-cultural competence, but also the space of interpersonal relationships in which a holistic culture of personality is formed. The competent paradigm of professional training of the future police officers, as a subject of personal and professional growth, which is capable of expanding and updating the subject areas of their professional activity, becomes of special significance in this context. In this article, we draw our attention to the peculiarities and possibilities of forming the personality of a future police officer by means of mobile resources. In particular, the classification of modern mobile devices for using in the education al processes defined. The importance of the aim of modern professional education – the formation of high level of intelligence of the future specialists, the development and consolidation of complex abilities to solve problems in conditions of constant changes and new requirements of the external environment are revealed. It has been established that the use of mobile resources contributes to increase of interest during classroom hours and the optimal organization of their independent non-auditing work, which will enable the training of specialists of a new type.

scholarly journals «Acme» as a Peak of Personal and Professional Development of a self-Actualizing Personality

2013 ◽  
Vol 2 (2) ◽  
pp. 129-134
Author(s):  
Elena Samal ◽  
Keyword(s):  
Professional Development ◽  
Achievement Motivation ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Competence ◽  
Psychological Services ◽  
Professional Activity ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self

The article discusses the problem of self-actualization of a personality in its professional activity and achieving the peak of its personal development. Based on the analysis of various psychological theories and concepts it is shown that achieving of “acme” by a personality is based on the desire to grow and develop professionally or on its desire for self-actualization. Self-actualization can be better seen during the periods of professional crisis, which activate the processes of professional self-determination of a personality. One of the types of crisis is the transition from the level of normative requirements to the level of professional competence. Judging by the example of results of some investigations it is proved that there are differences in attitude to profession and desire to grow and develop professionally in people with working experience under and over 5 years, which can be conditioned by the crisis mentioned above. The applied aspect of the problem under study can be realized in counseling practices of psychological services connected with professional growth, by HR professionals, with the aim of promotion and professional growth of employees, and in development of programs for development and harmonization of internal and external conditions for self-actualization of a person. Key words: self-actualization, potential, professional self-actualization, acme, professional development, professional crisis, achievement motivation, career orientations.

scholarly journals Pedagogical Projecting of the Model of a Future Specialist

2018 ◽  
pp. 82-87
Author(s):  
Oleksandr Mozolev
Keyword(s):  
Professional Education ◽  
Professional Growth ◽  
Professional Activity ◽  
Professional Activities ◽  
Pedagogical Design ◽  
Qualified Personnel ◽  
The Future ◽  
Basic Competencies ◽  
Definition Of ◽  
The Individual

Training future specialist to professional activity is one of the main tasks of higher and professional education. Pedagogical modeling of professional activity is used to determine the content of quantitative and qualitative information, which is necessary for modern researchers to further work, and also directs them to the prospects of career growth. The purpose of the article is to analyse the content of the process of pedagogical projecting of the model of the future specialist. The author established requirements for the training of qualified personnel determine the necessary competences which specialist has to master, his professionally important qualities, necessary in future activity, and also carry out the goal setting of the training process, acquiring the necessary knowledge and skills. It is identified that the competence of future specialists is a set of their competencies, which in turn are classified into key required, without exception to all graduates and professional, appropriate to the particular specialty. The article reveals the content of constructing a model of the future specialist which allows to solve such problems: a description of the specialist's work in the course of its professional activities; identifying inconsistencies between the content of training and specific professional activities of specialists. Requirements are defined as quality standards to the training of future qualified personnel. The list of basic competencies of the future specialist has been set which include: general cultural, methodological, professionally-oriented. The model of the specialist personality is characterized. Disclosed the content of the process modeling of learning outcomes and the algorithm of its development is determined. The definition of the concept «pedagogical design» was offered to reveal the principles and forms of pedagogical design. It is established that pedagogical design is one of the most common types of research. It is considered as an alternative to the classroom system in educational institutions. Project technology should be used as a supplement to other forms of direct or indirect learning as a means of accelerated professional growth of the individual.

scholarly journals Psychological support for professional development of people with disabilities and special needs: An overview

2019 ◽  
Vol 70 ◽  
pp. 10003
Author(s):  
Anna Chernaya ◽  
Yulia Obukhova
Keyword(s):  
Professional Development ◽  
Special Needs ◽  
Professional Education ◽  
Occupational Choice ◽  
People With Disabilities ◽  
Target Population ◽  
Educational Programs ◽  
Psychological Support ◽  
Disabled People ◽  
Primary Target

The paper addresses some core problems pertaining to psychological support for professional development of disabled people and individuals with special needs as well as means of their resolution in Russia and abroad. Underscored is the need for relevant prophylactic, correctional and educational programs designed to: (1) provide assessment of adequacy of occupational choice; (2) promote effective professional education, training, and career building; (3) implement monitoring of professional adaptation and development of people with disabilities and special needs as the primary target population.

scholarly journals Professional self-improvement of higher military school teachers

2021 ◽  
pp. 22-32
Author(s):  
Oksana Havryshkiv ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Competence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Education Institution ◽  
Professional Activity ◽  
Improvement Program ◽  
Professional Self

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

scholarly journals Programmes design for teachers’ professional development as a way of organizational development for the human’s capital of the university

2021 ◽  
Vol 99 ◽  
pp. 01035
Author(s):  
Rimma Gilmeeva ◽  
Liutsiia Shibankova
Keyword(s):  
Professional Development ◽  
Organizational Development ◽  
Professional Education ◽  
Professional Growth ◽  
Quality Criteria ◽  
Educational Activity ◽  
Expert Assessment ◽  
Special Role ◽  
Teachers Professional Development ◽  
The University

The relevance of the article is caused due to the importance of teacher’s professionalism in achieving success of university’s educational activity, and quality of higher education which defines the need for teacher’s continuous professional growth in higher school according to the pedagogical career strategy. It is determined by teacher’s individual needs and abilities, as well as the inquiries of the university. The leading role in the complex of training materials for additional professional education belongs to additional programmes of teachers’ professional development. The purpose of the article is to design additional programmes for teachers’ professional development and to identify the criteria for their efficiency. Packages of modular-based programmes, stages for design of the program for teachers’ professional development, characteristics of modular-based educational programmes, groups of quality criteria for the additional program for teachers’ professional development and a matrix of an expert assessment of programmes for teachers’ professional development (online mode) within external expertise are presented in the article. The authors emphasize the special role of personnel’s potential in the system of additional professional education. The article is intended for scientists, teachers, experts of the system of additional professional education, post-graduate students and students.

scholarly journals FEATURES OF PROFESSIONAL DEVELOPMENT OF FOREIGN LANGUAGE TEACHER IN THE SYSTEM OF HIGHER PEDAGOGICAL EDUCATION

2018 ◽  
pp. 23-29
Author(s):  
Oleksandra Borzenko
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
New Technologies ◽  
Modern World ◽  
Professional Activity ◽  
Language Teacher ◽  
Quality Of Teaching ◽  
Self Development ◽  
Teacher Professional

The article deals with the issues of professional development of a foreign language teacher and identifies its main features. It is stated that modern world demands new approaches to the organization and improvement of the teaching process of learning a foreign language. It is determined that improving the quality of teaching depends on many factors. It is stated that the constant professional development of teachers is characterized by a variety of forms, methods, approaches. It is noted that new technologies created conditions for fundamental changes in teaching methods, changed the conditions of professional activity of a teacher, transformed his/her role and functions, and also required mastering a range of new skills. The qualification characteristic of a teacher is formulated as an integral part of his/her professional culture, which is aimed at improvement and self-development. It is emphasized on the importance and necessity of increasing the effectiveness of acquiring knowledge and practical skills in the institutes of advanced training and improvement. Keywords: teacher, professional development, foreign language, students, innovative pedagogical technologies

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