scholarly journals Pedagogical Constructs and Pedagogical Constructors in the Studies of the Basics of Pedagogical Support in the System of Continuous Education

2019 ◽  
pp. 111-118
Author(s):  
Тамара Кобзарь ◽  
Tamara Kobzar ◽  
Николай Козырев ◽  
Nikolai Kozyrev ◽  
Елена Митькина ◽  
...  
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Pedagogical Practice ◽  
Continuous Education ◽  
Professional Activities ◽  
Holistic Understanding ◽  
Self Actualization ◽  
Age Appropriate ◽  
Education Science

The present research features the basics of pedagogical support in the system of continuous education in the structure of actualization and generation of various pedagogical constructs and pedagogical constructors that facilitate a holistic understanding of the importance of personality development in the hierarchy of age-appropriate methods, forms, and technologies of educational and socio-professional activities. The authors clarify the concepts of "pedagogical construct", "pedagogical constructor", and "basics of pedagogical support in the system of continuous education". These concepts are described in the context of the adaptive-acmepedagogical, personified-productive, and functional-labor approaches that provide traditional and innovative models of the study and research of scientific-pedagogical phenomena and events, thus improving the quality of pedagogical solutions on micro-, meso-, and macro level. The implemented methods and technologies optimize the quality of production and facilitation, cooperation and self-realization, socialization, and self-actualization. The multidimensionality of the approach reveals the prospects for a teacher who would contribute to the personal development (construct "I want, I can, I must, there is"), as well as holistic and system-mobile formation of the student. In this research, a student is understood as a product that unites all the components of education: science, art, culture, sports, and other areas of socialization and self-realization. Pedagogical constructs and pedagogical constructors in the studies of the basics of pedagogical support in the system of continuous education are determined in various simulated and realized conditions, where productivity, personification, and health saving technologies determine the integrity of the choice of opportunities and results of pedagogical practice and pedagogical activity.

scholarly journals Pedagogical Constructs and Pedagogical Constructors in the Studies of the Basics of Pedagogical Support in the System of Continuous Education

2019 ◽  
Vol 3 (2) ◽  
pp. 111-118
Author(s):  
Тамара Кобзарь ◽  
Tamara Kobzar ◽  
Николай Козырев ◽  
Nikolai Kozyrev ◽  
Елена Митькина ◽  
...  
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Pedagogical Practice ◽  
Continuous Education ◽  
Professional Activities ◽  
Holistic Understanding ◽  
Self Actualization ◽  
Age Appropriate ◽  
Education Science

The present research features the basics of pedagogical support in the system of continuous education in the structure of actualization and generation of various pedagogical constructs and pedagogical constructors that facilitate a holistic understanding of the importance of personality development in the hierarchy of age-appropriate methods, forms, and technologies of educational and socio-professional activities. The authors clarify the concepts of "pedagogical construct", "pedagogical constructor", and "basics of pedagogical support in the system of continuous education". These concepts are described in the context of the adaptive-acmepedagogical, personified-productive, and functional-labor approaches that provide traditional and innovative models of the study and research of scientific-pedagogical phenomena and events, thus improving the quality of pedagogical solutions on micro-, meso-, and macro level. The implemented methods and technologies optimize the quality of production and facilitation, cooperation and self-realization, socialization, and self-actualization. The multidimensionality of the approach reveals the prospects for a teacher who would contribute to the personal development (construct "I want, I can, I must, there is"), as well as holistic and system-mobile formation of the student. In this research, a student is understood as a product that unites all the components of education: science, art, culture, sports, and other areas of socialization and self-realization. Pedagogical constructs and pedagogical constructors in the studies of the basics of pedagogical support in the system of continuous education are determined in various simulated and realized conditions, where productivity, personification, and health saving technologies determine the integrity of the choice of opportunities and results of pedagogical practice and pedagogical activity.

Hobby-therapy in professional support of a teacher in the system of continuing education

2021 ◽  
pp. 73-79
Author(s):  
Olga A. Kozyreva
Keyword(s):  
Developmental Psychology ◽  
Personality Development ◽  
Professional Support ◽  
Organized Activities ◽  
Lifelong Education ◽  
Teachers And Students ◽  
Age Appropriate ◽  
Evolution Of Ideas ◽  
Education Science

The description of the possibilities of theorizing the foundations and ideas of hobby therapy is carried out in the mainstream of classical pedagogy and developmental psychology. The concept and models of theorization and implementation of the foundations and ideas of hobby therapy in the professional support of a teacher in the system of lifelong education are highlighted, which determine the foundations of level, age-appropriate, professional development and the formation of a personality in activity and communication as a condition for the success and productivity of an individual. Hobby therapy is viewed as a technology and product of the evolution of ideas and values of humanism, determines the possibility of psycho-correction and self-organization of the quality of solving problems of personality development, self-realization and cooperation in various aspects of the theorized phenomenon. Hobby therapy in the professional support of a teacher is specified through the identified types, principles, functions, technologies of organized activities. The integrity and correct use of the foundations and ideas of hobby therapy in professional support of a teacher in the system of lifelong education is clarified by pedagogical conditions for managing the quality of implementation of ideas and technologies of hobby therapy in professional support of a teacher in the system of lifelong education. Theorization of the foundations and prospects of hobby therapy in professional support of a teacher in the system of lifelong education can be revealed through the active use of the method of analogies in the context of models of socialization and self-realization of a person, this practice can be carried out through education, science, art, culture, sports. The scientific substantiation of the use of the method and technology of hobby therapy in the professional support of a teacher in the system of lifelong education determines the possibilities of the future practice-oriented use of the ideas of psycho-correction and psycho-relaxation in the organization of educational research, research and scientific-pedagogical activities in the work of teachers with teachers and students.

scholarly journals THE USE OF DIDACTIC RATTLES IN THE MODERN SYSTEM OF CONTINUING EDUCATION

2020 ◽  
Vol 30 (4) ◽  
pp. 463-469
Author(s):  
O.A. Kozyreva
Keyword(s):  
Continuing Education ◽  
Personal Development ◽  
Quality Analysis ◽  
Continuous Education ◽  
Modern System ◽  
Age Appropriate ◽  
Definition Of ◽  
Personalized Health ◽  
Productive Solution

The article defines the possibilities of determination and visualization of the use of didactic rattles in the system of continuous education, specifying the possibility of adaptive-akmepedagogical inclusion of a personality in the system of productive solution of development tasks, definition of models of formation and self-realization, socialization and self-affirmation in the hierarchy of defined and achieved results. The peculiarities of consideration of the term "didactic rattles" in the traditional (broad, narrow, local senses) and innovative (adaptive, age-appropriate, unified, personalized, health-conscious, akmepedagogical senses) perspectives of determinacy of the ideas of modern pedagogy and psychology of development, pedagogical methodology and pedagogical activity are specified. The typology and peculiarities of the quality analysis of didactic rattles in the model of development taking into account the age of students are proposed. The technologies and pedagogical conditions for improving the quality of personal development in the system of continuous education using didactic rattles are singled out.

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.

scholarly journals ПРОФЕССИОНАЛЬНАЯ САМОРЕАЛИЗАЦИЯ В ПРЕДСТАВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

2020 ◽  
Author(s):  
Ekaterina Komarova
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Personality Development ◽  
Educational Institution ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Self ◽  
The Russian Language

Введение. Важнейшей задачей современного образования является обеспечение возможностей для личностного и профессионального роста и для осуществления самореализации. Изложены основные подходы к изучению понятия «самореализация». Приводятся результаты анкетирования будущих учителей русского языка. Выявлены представления будущих учителей русского языка в отношении их профессиональной самореализации. Материалы и методы. Исследование было проведено на основе анализа теоретических источников по проблеме самореализации и результатов анкетирования студентов филологического факультета. Авторская анкета состояла из трех вопросов открытого типа и четырех вопросов закрытого типа. Результаты и обсуждение. Проанализированы различные подходы к пониманию названных понятий и обоснована собственная позиция по этому вопросу. По результатам анкетирования установлено, что 15 % студентов третьего курса и 55 % студентов четвертого курса уверены, что профессиональная самореализация подразумевает постоянное совершенствование в выбранной профессии и потребность в совершенствовании. Охарактеризованы потребности, возникающие у будущих учителей русского языка в ходе педагогической практики, которая является ключевым звеном между теоретическим обучением будущих учителей русского языка и их самостоятельной работой в образовательном учреждении. Заключение. Самоактуализация понимается автором как тенденция к самореализации. А самореализация – как процесс развития личности, предполагающий активную содеятельность с другими людьми, приложение собственных усилий. Выявлено, что критической точкой в становлении будущего учителя русского языка является педагогическая практика. До практики основными трудностями у студентов являются неуверенность в себе и нехватка знаний в области методических дисциплин. Это можно скорректировать опытом работы в качестве учителя. После педагогической практики основанными барьерами самореализации для студентов становятся отсутствие свободного времени у учителей русского языка и высокая интенсивность работы. Это заставляет будущих учителей русского языка сомневаться в правильности выбора сферы своей дальнейшей профессиональной деятельности. Поднимается вопрос о психолого-педагогическом сопровождении студентов во время практики.Introduction. The most important task of modern education is to provide opportunities for personal and professional growth and for the implementation of self-realization. The main approaches to the study of the concept of selfrealization are outlined. The results of a survey of future teachers of the Russian language are presented. The ideas of future teachers of the Russian language in relation to their professional self-realization are revealed. Material and methods. The study was conducted on the basis of the analysis of theoretical sources on the problem of self-realization and the results of a survey of students of the philological faculty. The author’s questionnaire consisted of 3 open-ended questions and 4 closed-ended questions. Results and discussion. Various approaches to understanding these concepts are analyzed and their own position on this issue is substantiated. According to the results of the survey, it was found that 15% of 3-year students and 55% of 4-year students are sure that professional self-realization implies continuous improvement in the chosen profession and the need for improvement. The needs arising for future teachers of the Russian language during pedagogical practice, which is a key link between the theoretical training of future teachers of the Russian language and their independent work in an educational institution, are characterized. Conclusion. Self-actualization is understood as a tendency to self-realization. And self-realization is a process of personality development, involving active cooperation with other people, the application of one’s own efforts. It is revealed that the pedagogical practice is a critical point in the formation of the future teacher of the Russian language. Before practice, the main difficulties for students are self-doubt and lack of knowledge in the field of methodological disciplines. After teaching practice, the lack of free time among teachers of the Russian language and the high intensity of work become the basic barriers for self-realization for students. This makes future teachers of the Russian language doubt their further professional activities. The question arises of the psychological and pedagogical support of students during practice.

scholarly journals PEDAGOGICAL CONDITIONS OF SELF-DEPENDENT WORK CULTURE FORMATION IN THE PERSON IN THE SYSTEM OF CONTINUOUS EDUCATION

2017 ◽  
Vol 2017 (2) ◽  
pp. 17-26
Author(s):  
О. Козырева ◽  
О. Kozyreva
Keyword(s):  
Personality Development ◽  
Work Culture ◽  
Highly Qualified ◽  
Continuous Education ◽  
Technology System ◽  
Use Of Technology ◽  
Qualified Personnel ◽  
The Individual ◽  
Independent Work

<p>The article describes the possibilities of productive study of modern pedagogy courses, individual tasks and routings in the structure of formation of competence in students of undergraduate program, those enrolled in the programs of professional development and training of highly qualified personnel (post-graduate). Refined models and conditions of use of pedagogical modeling the structure of the Pedagogy course in the models and sections of scientific knowledge identify opportunities to optimize the conditions of development of personality constructs in the formation of independent work culture. Technology system-pedagogical modeling of continuous education system determines the possibility of personalization and achievement in individual and group activities. Productivity solutions in the model of personality development, included in the system of continuous education, determine the quality of formation of culture of independent work of the individual. In different multicultural systems typology of formation of culture of independent work of the individual visualize the success of the formation of personality in the independent choice of the conditions and possibilities of becoming productive and social importance of activities and communication products. Opportunities to improve the quality of formation of independent work of the individual are defined through the use of technology of system-pedagogical modeling, guaranteeing conditions of personalization choices and products activities in the system of certain features of the individual and specific productive development. The quality of solutions of personality development problems, included in the system of continuous education, is of interest from the standpoint of traditional and innovative professional and pedagogical knowledge, as evidenced in the actualization and visualization methods and details of making the experience of domestic and foreign levels.</p>

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

scholarly journals Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov

2018 ◽  
Vol 27 (3) ◽  
pp. 176-182
Author(s):  
M.V. Rosen (Udovenko)
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Educational Process ◽  
Point Of View ◽  
Main Task ◽  
Stage 4 ◽  
History Of ◽  
Age Appropriate ◽  
Training Activities ◽  
Common Understanding

This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dusavitsky and G.K. Seredais also provided. A brief analysis of the history of the concept of developing learning is also given. The article describes the vision of the role and place of a developmental psychologist in education, based on the author's 20 years of experience as a practical psychologist in education. This vision is based on the ideas of L.S. Vygotsky, the provisions of the activity approach in psychology. This vision is reduced to the following points: 1. The psychology of personality development arises when social and\or educational environment demand for the child's personality development. The System of Developing Education of D.B. Elkonin and V.V. Davydovis initially aimed at forming the subject's position of the student and perceives the child as an integral personality. 2. The main task of a psychologist of personality development is psychological and pedagogical support of the educational process. The support is carried out in various forms and advice. The advice is related to participants in the educational process: teachers, children, parents and school administration. The methods are chosen depending on the tasks: reflection regarding the educational process, monitoring of the development of the personality at different age stages, examination of the educational process from the point of view of personal development, joint design of the developing environment, seminars and training aimed at solving various development problems and so on. 3. Requirements for the professionalism of the developmental psychologist in the first place is the ability to perceive the child holistically. The developmental psychologist helps all participants of the educational process to reformulate emerging problems into development tasks at each age stage. 4. Psychological and pedagogical support of the educational process is carried out according to the plan, and each form of work is tied to the stage of the educational process. 5. The psychologist concludes that the development of the child in the presence of their problems is age-appropriate. The main task of the developmental psychologist is to correctly and regularly monitor training activities and personal development according to a certain algorithm. 6. The psychologist of personality development, along with the functions described above, performs the function of organizing a dialogue or moderating a discussion between all participants in the learning process.

scholarly journals Quality of Life Theory III. Maslow Revisited

2003 ◽  
Vol 3 ◽  
pp. 1050-1057 ◽  
Author(s):  
Soren Ventegodt ◽  
Joav Merrick ◽  
Niels Jorgen Andersen
Keyword(s):  
Quality Of Life ◽  
Personal Development ◽  
Modern Medicine ◽  
Abraham Maslow ◽  
Consistent Theory ◽  
Human Needs ◽  
Real Change ◽  
Self Actualization ◽  
To Come

In 1962, Abraham Maslow published his bookTowards a Psychology of Being, and established a theory of quality of life, which still is considered a consistent theory of quality of life. Maslow based his theory for development towards happiness and true being on the concept of human needs. He described his approach as an existentialistic psychology of self-actualization, based on personal growth.When we take more responsibility for our own life, we take more of the good qualities that we have into use, and we become more free, powerful, happy, and healthy. It seems that Maslow�s concept of self-actualization can play an important role in modern medicine. As most chronic diseases often do not disappear in spite of the best biomedical treatments, it might be that the real change our patients have for betterment is understanding and living the noble path of personal development. The hidden potential for improving life really lies in helping the patient to acknowledge that his or her lust for life, his or her needs, and his or her wish to contribute, is really deep down in human existence one and the same. But you will only find this hidden meaning of life if you scrutinize your own life and existence closely enough, to come to know your innermost self.

Quality of theoretization and culture formation of individual self-study in the continuous education system

2019 ◽  
pp. 20-31
Author(s):  
Olga Kozyreva
Keyword(s):  
Scientific Knowledge ◽  
Education System ◽  
Deterministic Model ◽  
Personality Development ◽  
Continuous Education ◽  
Self Study ◽  
Culture Formation ◽  
Pedagogical Research ◽  
Individual Self

We define the direction and conditions for improving the quality of theorization and culture formation of individual self-study, detail and visualize the constructs and models of culture formation of individual self-study in the continuous education system. The practice of theorizing the culture formation of individual self-study in constructs of modern scientific knowledge and the use of pedagogical models facilitating the understanding and presentation of the quality of forming a culture of individual self-study and the specifics of accounting for adaptive acmepedagogical features of solving problems of personality development in the system of continuing education is detailed. The possibilities of forming a culture of individual self-study through the use of the construct “pedagogical conditions” (pedagogical conditions for improving the quality of forming a culture of individual self-study) are clarified and theorized. We determine and unify pedagogical conditions for improving the quality of forming a culture of individual self-study in the continuous education system by taking into account the age and scientific character, normal distribution of abilities and health of students in the continuous education system and other components of modern scientific and pedagogical research and scientific knowledge in pedagogy. We also prove the consistency of the deterministic model of theorization and culture formation of individual self-study in the continuous education system. We determine the features and prospects of measuring the quality of theorization of culture formation of individual self-study in the continuous education system.

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