scholarly journals Digital educational environment as a factor of developing teacher’s professional reflection

2021 ◽  
Vol 14 (33) ◽  
pp. e16166
Author(s):  
Anna Konstantinovna Oreshkina ◽  
Dmitry Vladimirovich Lukashenko ◽  
Ivan Sergeyevich Samokhin ◽  
Marina Georgiyevna Sergeeva
Keyword(s):  
Communication Skills ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Self Awareness ◽  
Professional Standard ◽  
Educational Organizations ◽  
Educational Organization ◽  
Training Analysis ◽  
The Poor

The article explores the problem of teachers’ reflexivity, its influence on the educational process and the specifics of teachers’ professional activity. The research purpose is a theoretical and empirical study of teachers’ reflexivity and its developmental specifics. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (self-awareness, communication skills, empathy, identification of professional and personal value guidelines, etc.), a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization. The results of the study allow concluding about the effectiveness of the declared measures for teachers’ reflexivity development. Within the changing domestic education system, one of the key challenges is training teachers who meet the requirements of the modern professional standard. A possible solution to this problem can be systematic work in an educational organization to improve the teacher’s underdeveloped qualities. One of these characteristics, which can influence the improvement of the teacher’s professionalism and ensure the compliance with the professional standard, is reflexivity. Along with the fact that reflexivity is among the most important components of the pedagogical activity, it is necessary to recognize the poor criterial basis for the professional reflexivity of teachers working in educational organizations, namely the applied aspects of its development within teachers’ methodological activity.

Lifestyle and Educational Environment of Modern Confessional Educational Organizations

2020 ◽  
pp. 58-65
Author(s):  
Dmitrii Horin
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Educational Organization ◽  
Problem Situations ◽  
General Scientific ◽  
Methodological Approaches ◽  
The Individual

The article deals with the phenomena of lifestyle and educational environment of confessional educational organizations. The methodological basis of the research is based on general scientific methodological approaches (system, comparative, historical, ontological) and special scientific methodological approaches: a system-activity approach, which assumes a motivated solution of problems in the educational process determined by problem situations; a cultural approach that allows us to correlate general, individual and special cultural phenomena, in particular religion and education; an anthropological approach that allowed the interpretation of knowledge from various spheres of life from the point of view of pedagogy. The article contains definitions of the following concepts: «Lifestyle of a confessional educational organization» and «Educational environment of a confessional educational organization». The role of religious worship in the development and functioning of the confessional educational environment is noted. The main factors of the external environment that have a determining influence on the confessional educational environment are highlighted. The author emphasizes the open nature of the modern confessional educational process, which unfolds in the context of a dialogue between all its parties: the religious denomination, the state and the individual.

Lifestyle and Educational Environment of Modern Confessional Educational Organizations

2020 ◽  
Vol 8 (5) ◽  
pp. 59-66
Author(s):  
Dmitrii Horin
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Point Of View ◽  
Educational Organizations ◽  
Educational Organization ◽  
Problem Situations ◽  
General Scientific ◽  
Methodological Approaches ◽  
The Individual

The article deals with the phenomena of lifestyle and educational environment of confessional educational organizations. The methodological basis of the research is based on general scientific methodological approaches (system, comparative, historical, ontological) and special scientific methodological approaches: a system-activity approach, which assumes a motivated solution of problems in the educational process determined by problem situations; a cultural approach that allows us to correlate general, individual and special cultural phenomena, in particular religion and education; an anthropological approach that allowed the interpretation of knowledge from various spheres of life from the point of view of pedagogy. The article contains definitions of the following concepts: «Lifestyle of a confessional educational organization» and «Educational environment of a confessional educational organization». The role of religious worship in the development and functioning of the confessional educational environment is noted. The main factors of the external environment that have a determining influence on the confessional educational environment are highlighted. The author emphasizes the open nature of the modern confessional educational process, which unfolds in the context of a dialogue between all its parties: the religious denomination, the state and the individual.

scholarly journals Design the Professional Educational Environment for Teacher in the Conditions of the Introduction and Development of Professional Standard of the Activity: the Leningrad Oblast Experience

2016 ◽  
Vol 8 (2) ◽  
pp. 1-10 ◽  
Author(s):  
I.A. Bayeva ◽  
S.V. Tarasov
Keyword(s):  
Synergistic Effect ◽  
Educational System ◽  
System Approach ◽  
Psychological Safety ◽  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Standard ◽  
Leningrad Oblast ◽  
Innovative Project

On the example of the educational system of Leningrad oblast the authors analyse how the environmental approach can be used in the implementation of the professional standard for teachers. The issues concerning the process of the implementation and acquisition of the professional standard are discussed in relation to the innovative project “Safe Educational Environment” carried out in collaboration with the Russian Academy of Education. This project is aimed at setting up the most socially significant components of professional and educational environment as well as at creating and testing a system of psychological safety support for subjects of the educational process in the region. The authors emphasize the advantages of the system approach that implies the introduction of various innovations in education and helps to achieve a synergistic effect in the teacher’s professional activity. Also, they show how the methodology of the environmental approach may be employed in the designing of professional educational environment as one of the technologies in the teacher’s practice.

scholarly journals On some problems of communicative competency of preschool teachers

2020 ◽  
Vol 87 ◽  
pp. 00029
Author(s):  
N.V. Savina ◽  
N.P. Murzina ◽  
E.V. Namsing
Keyword(s):  
Preschool Teachers ◽  
Educational Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Preschool Teacher ◽  
Educational Organizations ◽  
Educational Organization ◽  
Higher Educational

The article substantiates the importance of communicative competency for a modern professional, the professional activity of a teacher and specifically a preschool teacher. The results of studying individual components of communicative competency among teachers of preschool educational organizations are presented. The deficiencies in its development are highlighted and the possibilities of the educational process in a higher educational institution and methodological support in a preschool educational organization in the development of this competency are shown.

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

Psychological enlightenment of subjects of the inclusive educational process

2021 ◽  
pp. 87-93
Author(s):  
Alevtina Gennadievna Ryapisova ◽  
◽  
Svetlana Olegovna Yakushenko ◽  
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Professional Activity ◽  
Educational Organization ◽  
Thematic Content ◽  
Inclusive Practice ◽  
Research Activities ◽  
Different Ages ◽  
Psychological Knowledge

The article presents the main results of research activities devoted to the implementation of the labor function of a teacher-psychologist – psychological enlightenment in an inclusive practice. The key concept is defined: psychological enlightenment is understood as a type of professional activity of a teacher-psychologist, which provides for the dissemination of scientific psychological knowledge, contributes to the expansion of horizons and the development of the value attitude of individuals and groups of people to the phenomena in the educational space. The purpose of the study is to characterize the actual aspects of the content and adequate forms and methods of psychological enlightenment in the context of inclusive practice. Thematic content, various forms and methods of psychological enlightenment of subjects of inclusive education – teachers, parents and students of different ages-are proposed. As an author’s result, a project of the activity of a teacher-psychologist on the organization of psychological enlightenment on the basis of a calendar of events related to inclusive education was developed. On the basis of calendar and thematic planning, recommendations for organizing outreach activities in an educational organization that implements inclusive education are proposed.

A FEATURES OF THE VALUE-MOTIVATIONAL SPHERE OF THE PERSONALITY OF TEACHERS OF A PRESCHOOL EDUCATIONAL ORGANIZATION

2021 ◽  
Vol 2 (12) ◽  
pp. 66-72
Author(s):  
N. V. Shamanin ◽  
Keyword(s):  
Empirical Study ◽  
Educational Institutions ◽  
Professional Activity ◽  
Educational Organizations ◽  
Educational Organization

The article raises the question of the peculiarities of the value-motivational sphere of the indi-vidual in the context of her professional activity. An empirical study of the value-motivational sphere of the personality of teachers of preschool educational organizations has been carried out. It is suggested that the value-motivational sphere of the personality of preschool educational institutions has a number of features due to the specifics of professional activity.

scholarly journals Satisfaction with Educational Environment of Subjects of Pedagogical Process as an Indicator of Threats to the Children's Psychological Health

2018 ◽  
Vol 7 (2) ◽  
pp. 41-52
Author(s):  
I.V. Vachkov ◽  
S.N. Vachkova
Keyword(s):  
Psychological Health ◽  
Pairwise Comparison ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Organizations ◽  
Real Situation ◽  
Training And Education ◽  
Degree Of Satisfaction ◽  
Comparison Of The Results ◽  
School Heads

The article presents the results of the study of satisfaction with the psycho-didactic component of the educational environment as an indicator of threats to the psychological health of schoolchildren in three groups: parents, teachers and heads of educational organizations. The total number of respondents in the sample was 16,808 people. Satisfaction with the educational environment in the following characteristics was studied: satisfaction with 1) the content of education, 2) the conditions of training, 3) the techniques of training and education used in educational organizations. A pairwise comparison of the results obtained in three groups of respondents revealed statistically significant differences in all characteristics. At the same time, parents showed the highest degree of satisfaction with the psycho-didactic component of the educational environment, which may be due to their insufficient involvement to the educational process and incomplete awareness of the real situation in the schools. Teachers and school heads are less satisfied with the psycho-didactic component of the educational environment and therefore see more risks and threats to the psychological health of children.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

Educational Environment as a Pedagogical Condition for the Successful Training

2021 ◽  
pp. 90-98
Author(s):  
Denis Valerevich Vilisov ◽  
Keyword(s):  
Educational Environment ◽  
Professional Culture ◽  
Professional Activity ◽  
High Quality ◽  
Educational Organization ◽  
Cultural Space ◽  
Specific Content ◽  
Professional Activities ◽  
Self Actualization ◽  
Effectiveness Of Training

Introduction. The educational environment is a cultural space open for the formation of a future specialist in his professional culture. However, to improve the effectiveness of training cadets, pedagogical conditions are needed that adapt training technologies to the realities of a modern military educational organization of higher education (hereinafter VOOVO). At present, training technologies have been developed and introduced for cadets who are able to function in the interests of the defense and security of the state, as well as to ensure the rule of law and law and order in the Russian Federation. However, the professional qualification of a modern officer requires the modernization of his knowledge, including on the basis of self-education, self-organization and self-actualization of existing experience. The purpose of the article is to identify pedagogical conditions conducive to the high-quality mastering of automobile technology by cadets by means of successfully solving situational problems, which, firstly, consolidate the skills of driving a car, secondly, form the reflexive abilities of introspection of the difficulties arising in this case, and thirdly, create a communicative environment, contributing to the comprehension of the service-combat mission by all participants in military-professional activity. Research methodology and methods. The study presents the structure of the educational environment of the modern VOOVO as a pedagogical condition conducive to the successful mastering of the discipline “Automotive training” by cadets. This structure was obtained through the analysis of existing ideas about the educational environment as a cultural space for the formation of a future specialist. However, the article takes into account the features of both a military educational organization and the specific content of the subject “Automotive training”. Research results. The following structural components of the educational environment have been identified, which represent a pedagogical condition for the success of training cadets to drive combat vehicles and cars. In conclusion, it is concluded that the empirical data basically confirmed that the pedagogical conditions developed in the study became effective in teaching cadets to drive cars. It was these conditions that organized the educational environment as part of the cultural space of the modern VOOVO, open both in content and organizational terms for the formation of a future specialist in his professional culture. Among the main ones, we identified pedagogical conditions that contribute to the high-quality mastering of automobile equipment by cadets by means of successfully solving situational tasks, which consolidate the skills of driving a car, form the reflexive abilities of introspection of the difficulties arising in this case, create a communicative environment that contributes to the comprehension of the service-combat task by all participants in military-professional activities.

Sign in / Sign up

Export Citation Format

Share Document