scholarly journals PERSONAL PROFESSIONAL DEVELOPMENT AS A PREMISE FOR TEACHER’S LEADERSHIP

2018 ◽  
Vol 2 (7) ◽  
pp. 71
Author(s):  
Remigijus Bubnys ◽  
Natalija Kauneckienė
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
School Leaders ◽  
Flexible Structures ◽  
Institutional Development ◽  
Educational Process ◽  
Organizational Level ◽  
Group Activities ◽  
Professional Activities ◽  
Teachers Professional Development

<p>Strategic documents on education emphasize learning leadership, discuss teachers’ activities related to continuous personal improvement in professional activities: by involvement in improvement of school activities, conducting research, participating in specialized group activities, projects, collaboration with colleagues, etc. Innovative trends of teachers’ professional development are the basis for the development of efficient leadership: a challenge promoting to introduce changes in teachers’ improvement by creating new conditions and possibilities for both teachers and school leaders. It is important for school leaders to ensure coherence between personal and institutional development needs, to create flexible structures while organizing support for teachers and promoting fostering of continuous learning culture in the organization. The research aim is to analyze experiences of heads of departments with regard to teachers’ personal professional development possibilities in their professional activities. The results disclose that teachers ambiguously assess the activity of the head of the department: concrete, individual support, attention, encouragement are emphasised but teachers are against observation and assessment of their activities. This is related to several reasons: teachers’ attitude towards change processes, innovations in teachers’ professional development, competencies of heads of education departments, and general school culture. It is important to create conditions for manifestation of teacher leadership in schools, creating conditions for every teacher to continuously improve the educational process, develop personal competencies, actively and responsibly participate in group activities, get involved in school improvement processes. Middle level leaders, heads of departments, acting as mediators while implementing individual, group and organizational level tasks, promote the development of teachers’ competencies.</p>

scholarly journals DIGITAL TWIN OF THE POSTGRADUATE EDUCATION INSTITUTION AS AN ECOSYSTEM OF PROFESSIONAL DEVELOPMENT

2021 ◽  
pp. 33-41
Author(s):  
Tamara Sorochan ◽  
Lyubov Kartashova ◽  
Andrii Hurzhii
Keyword(s):  
Professional Development ◽  
Information Exchange ◽  
Formal Education ◽  
Postgraduate Education ◽  
Educational Practice ◽  
Education Institution ◽  
Educational Process ◽  
Practical Implementation ◽  
Digital Learning ◽  
Teachers Professional Development

The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. For the first time, the authors have revealed the signs of environmental friendliness of the NGDLE, have characterized it as an open, stable, safe and comfortable system for subjects of the educational process, providing information exchange between them, as well as between them and the world around them. Such digital ecosystems are created as digital twins of the real postgraduate education institutions for the efficient lifelong learning and teachers’ professional development. The practical implementation of these new generation concepts has been presented on the example of the Ukrainian Open University of Postgraduate Education, designed to organize and support non-formal postgraduate education. It has become a complex of digital solutions aimed at the implementation of EdTech with a priority in the successful functioning of virtual chairs, conducting the educational process (formal/non-formal education), professional development of students and teachers, attracting people from different regions of the country to training and teaching, highlighting innovative educational practice, etc.

scholarly journals Kultura odgojno-obrazovne ustanove i stručno usavršavanje učitelja

2007 ◽  
Vol 2 (1.) ◽  
Author(s):  
Lidija Vujičić
Keyword(s):  
Professional Development ◽  
Learning Organization ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Practice ◽  
Institutional Development ◽  
Educational Institutions ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Practice Teacher

Referring to many other authors, the author of this paper considers teachers' professional training as the institutional development in changing the culture of an educational institution that increases its capacity for continuous changes of educational practice, and not only the implementation of certain innovations. The particular reason for this is that the existence of new elaborated curriculums, legislations and other regulations, which determine or should direct educational practice, is not adequate for its quality changing. An educational institution is being discussed as an organization, and culture as a characteristic of an organization to which its memebers should adapt in the process of continuous evolution. The author advocates the thesis that threre is a need for different approach to teacher professional training that is aimed at the direct research and changing of personal practice. Teacher professional training is considered here as a strategy in the process of changing the culture of educational institutions. The vision of lifelong learning and continuous professional development demands a teacher who thinks in a critical way, who is trained for reflection and evaluation, who knows how to find or provide the prerequisites for the development of each of their pupils and how to encourage and support them in the process of learning. Above all, a teacher is considered here as an initiator of change, a promoter of learning who cares for their own personal and professional development and who is a part of the developing and learning organization, while at the same timethe reflection is considered to be a significant characteristic of teachers' professional development.

scholarly journals A vector of University-teachers’ professional development: study on cognitive styles of their pedagogical activity

2020 ◽  
Author(s):  
А.С. Кац
Keyword(s):  
Professional Development ◽  
Cognitive Style ◽  
Cognitive Abilities ◽  
Cognitive Styles ◽  
Educational Process ◽  
Professional Activity ◽  
University Teachers ◽  
Teacher Student ◽  
Teachers Professional Development ◽  
Individual Style

рансформация образовательных процессов и роли педагога в эпоху цифровизации актуализирует поиск путей профессионального развития преподавателей высшей школы. Важным становится не только введение цифровых технологий, необходимость адаптации способов педагогического взаимодействия «педагог – студент – образовательная среда» при освоении новых знаний и формировании компетенций. В этом контексте исследование когнитивных стилей педагогов приводит к осознанному пониманию степени сформированности индивидуального стиля профессиональной деятельности и его образовательных возможностей в учебном процессе. Цель статьи заключается в исследовании особенностей и классификации когнитивных стилей педагогов как элемента дидактического процесса высшей школы. Автором сформулировано, что влияние когнитивного стиля педагога обусловливает наличие особенностей профессиональной деятельности, которые должны быть учтены в процессе формирования дидактических механизмов профессиональной деятельности педагога. Раскрыта сущность феномена «когнитивный стиль педагога» (во взаимосвязи с профессиональным развитием), заключающаяся в сформированности индивидуального стиля профессиональной деятельности, связанного с определенными личностно-профессиональными характеристиками, детерминирующего характер, направленность профессиональной деятельности и специфику дидактической организации занятий и обусловливающего особенности его профессионального развития. Установлено, что систематическая работа по исследованию когнитивных стилей педагогов – это поэтапный процесс, результатом которого является достижение педагогического мастерства средствами критического переосмысления методик обучения и инновационных технологий обучения, релевантных ведущему когнитивному стилю педагога. Доказано, что систематически-организованная работа по исследованию когнитивных стилей педагога ориентирована на раскрытие его когнитивных возможностей, что предполагает большую вероятность успешности его профессионального развития в контексте поэтапного достижения педагогического мастерства. Статья предназначена для ученых-исследователей и педагогов-практиков The transformation of educational processes and teacher’s role in the era of digitalization actualize search for the new ways of University-teachers’ professional development. Not only the implementation of digital technologies, but the need to adopt the ways of pedagogical interaction in the system “teacher-student- educational environment” while acquiring new knowledge and formation of competences becomes essential. In this context, the study of teachers’ cognitive styles leads to conscious understanding the degree of formadeness of an individual style of professional activity and its capacities in the educational process. The purpose of the article is in study of the features and classification of teachers’ cognitive styles as an element of didactical process in the University. The author formulated that the influence of teacher’s cognitive style defines specific features of his (her) professional activity, which should be taken into consideration in the process of formation didactical mechanisms of teacher’s professional activity. The essence of phenomenon “teacher’s cognitive style” (in accordance with professional development), which is in formadeness of professional activity’s individual style, connected with definite personal and professional characteristics, which determine the character and orientation of the professional activity, specifics of the didactic organizations of the studies, and define features of teacher’s professional development, is revealed. It is introduced, that a systematic work on study of teachers’ cognitive styles is a step-by-step process, resulting in achievement of pedagogical mastery via critical reconsideration of methodic of teaching and innovative technologies of teaching, relevant to teacher’s leading cognitive style. It is proved, that systematically-organized work on study teachers’ cognitive styles is aimed at revealing teachers’ cognitive abilities and presupposes more assurance in his (her) successful professional development in the context of step-by-step achievement of teachers’ pedagogical mastery. The article is intended for researchers, and practicing teachers.

scholarly journals Foreign Internships as A Factor of Foreign Language Teachers’ Professional Development

2021 ◽  
Vol 14 (33) ◽  
pp. e15125
Author(s):  
Galina V. Tretyakova ◽  
Natalya V. Chernyishkova ◽  
Rosaria Rosaria Filone
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Survey Methods ◽  
Educational Process ◽  
Language Teachers ◽  
Educational Technologies ◽  
Foreign Language Teachers ◽  
Scientific Publications ◽  
University Employees ◽  
Teachers Professional Development

The aim of the study is to find ways to expand teacher efficacy by participating in foreign internships. Survey methods were used to collect the data from students. Descriptive statistics was used to examine the overall trends in foreign language teachers’ professional development. Thus, passing a training abroad leads to the development and improvement of language, professional, and cultural competencies of not only teachers, but also students; improving the skills of teachers, their motivation; increasing not only the prestige of the educational organization, but also the publication activity of university employees in world scientific publications; improving educational technologies. And most importantly, students, as direct participants of the educational process, are more than satisfied with their results. The article is of interest for the foreign language teachers.

scholarly journals Personal Educational Medium of A Creative Teacher In The Continuing Education System

2020 ◽  
Vol 9 (26) ◽  
pp. 511-519
Author(s):  
Marina Georgiyevna Sergeeva ◽  
Natalia Leonidovna Sokolova ◽  
Elena Yurevna Pryazhnikova ◽  
Iana Viktorovna Poliakova ◽  
Boris Anatoliyevich Shvyrev ◽  
...  
Keyword(s):  
Professional Development ◽  
Education System ◽  
Social Role ◽  
Continuing Professional Development ◽  
Educational Process ◽  
Information Environment ◽  
Industrial Society ◽  
Technological Support ◽  
New School ◽  
Professional Activities

Along with the sociocultural, natural and technogenic life environments in the post-industrial society, the information environment, embodied by the media and the global Internet, is becoming the leading one. In the information environment, individual activity is transferred to the Internet. It includes professional activities mediated by distance technologies, social networking, Internet communities, personal sites, blogs, twitters, collections of scientific, educational, literary and artistic publications, news, movies, concerts, meetings, etc. In this context, the dual social role of the teacher as a provider and, at the same time, consumer of educational services is highlighted. The development of general and professional competencies (especially socio-communicative) affects the success of a teacher in the field of socialization, education and upbringing of young people in the society based on innovations and high technologies. The education system demands a teacher who is able to implement innovative changes in the educational process, requires fundamentally new technological support for innovations and involves the development of the relevant norms of innovative behavior and description of the models, types and methods of disseminating innovative pedagogical experience. Such a teacher meets the requirements of the Russian national project “Our New School” and should be one of the most important resources for modernizing the education system as a whole and, in particular, in terms of continuing professional development. High-quality performance of professional labor functions (training, educating, upbringing) implies the possession of competencies in the analysis, exchange and dissemination of innovative pedagogical technologies. Professional development of a teacher is impossible without the need to transmit the positive experience to wide pedagogical communities.

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