scholarly journals Designing a Teacher's Horizontal Career based on Additional Types of Pedagogical Activities and Professional Achievements: Russian and International Experiences

2021 ◽  
Vol 18 (1) ◽  
pp. 174-193
Author(s):  
Alla G. Kuznetsova ◽  
Elena B. Yarovaya
Keyword(s):  
Professional Growth ◽  
Professional Competence ◽  
Career Trajectory ◽  
Professional Career ◽  
Professional Careers ◽  
Proposed Model ◽  
The Future ◽  
Growth System ◽  
Russian Education

The relevance of developing approaches to the formation of organizational and regulatory conditions for teachers professional careers is determined by the goals of implementing the Russian Federal project Teacher of the Future and the necessity to provide the quality of Russian education by improving teachers professional competence. The aim of the present study is to develop a model of a teachers career based on the institutionalization of the professional roles of mentor and methodologist as additional types of pedagogical acti- vities and professional achievements. The official concept of the National Teacher Growth System (NTGS) was based in different periods on the research of different scholar teams that proposed the formation of a vertical teachers career by introducing from two to five new positions, and has changed several times in recent years, but has not been implemented. Based on the analysis and theoretical comprehension of Russian and international practices of stimulating the professional growth of teachers, a project of a diversified professional career trajectory in relation to the teachers position (horizontal career) is proposed; framework requirements for the amount and quality of additional types of pedagogical activities are identified for their differentiated assessment at each stage of a teachers career. The proposed model can be used as an intermediate one and developed at the next stages of the implementation of the federal project Teacher of the Future towards the introduction of new positions, new qualification categories, new opportunities to form teachers professional growth trajectories for career-building and professional development.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Pedagogical Fundamentals of Methods of Teaching Choreographic Disciplines

2020 ◽  
Vol 6 (2) ◽  
pp. 145-152
Author(s):  
Olga Ya. Kvetsko
Keyword(s):  
Empirical Research ◽  
Professional Growth ◽  
Professional Competence ◽  
Practical Significance ◽  
Future Teachers ◽  
Internal Motivation ◽  
The Future ◽  
Group A ◽  
Professional Self ◽  
Pedagogical Methods

The study of art disciplines has its specific features and, in some ways, differs from other educational subjects. Choreographic disciplines are closely related to pedagogy and psychology and form an integral part of the development of the future leader of the amateur choreographic team, teacher of choreographic disciplines, choreographer, dancer. The study explores the problem of development of didactic fundamentals at teaching choreographic disciplines by means of which not only skill of future teachers, but also performing skill of dancers develops. The purpose of this study is to investigate the influence of pedagogical foundations on the process of teaching choreographic disciplines and creative choreographic work on the development of adolescents. According to the results of the study, different approaches to the problem of becoming the future leader of an amateur choreographic group, a teacher of choreographic disciplines, a choreographer, an artist of a dance ensemble are described. The study covered the essence of pedagogical fundamentals of methods of teaching choreographic disciplines that motivate students to professional self-improvement; the study also argued the need for the development of internal motivation for professional growth in future teachers of choreography. Studying the influence of creative choreographic work on the development of adolescents' personality, the results of empirical research on the relevance of the needs of students of the Professional College of Culture and Arts (city of Kalush) in professional self-improvement, motives of professional self-improvement, and analysis of professional competence. The practical significance of this study lies in the research of the fundamentals of pedagogical methods of choreographic disciplines to further improve this process, as well as to improve the skills of teachers

scholarly journals Methods of Organization of Spoc Course on Planimetry Training for Future Teachers of Mathematics

2020 ◽  
Vol 23 (1-2) ◽  
pp. 49-56
Author(s):  
Anastasiya Dyupina ◽  
Marina Falileeva
Keyword(s):  
Elementary Mathematics ◽  
Professional Competence ◽  
Future Teacher ◽  
Plane Geometry ◽  
Van Hiele ◽  
Van Hiele Theory ◽  
Geometric Thinking ◽  
The Future ◽  
Quality Of Learning

The article presents using the van Hiele theory of geometric thinking for the organization of mixed training of students of the pedagogical Department of the N.I. Lobachevsky Institute of mathematics and mechanics KFU on the basis of SPOC course «Elementary mathematics: Plane geometry». Training includes the use of various IT-techniques and tools that can improve the quality of learning and form the necessary professional competence of the future teacher of mathematics. The course implements the technology of project-modular and inverted learning.

The Main Indicators of the Teacher Growth Model, Aimed at Supporting Schools with Low Educational Outcomes

2017 ◽  
Vol 5 (5) ◽  
pp. 3-9
Author(s):  
С. Курносова ◽  
S. Kurnosova ◽  
Н. Шевелева ◽  
N. Sheveleva ◽  
Э. Баграмян ◽  
...  
Keyword(s):  
General Education ◽  
Educational Outcomes ◽  
Professional Growth ◽  
Quality Of Education ◽  
Teacher Growth ◽  
Training And Education ◽  
Social Growth ◽  
Regional Projects ◽  
Russian Education

One of the topical problems of Russian education is to improve the quality of education in schools with low educational outcomes. Important factors in improving the quality of training and education of the younger generation are the professional growth of teachers, their career and social growth. The article presents indicators and factors of the eff ectiveness of the implementation of the model of teacher growth in schools with low educational outcomes. The material was prepared in the framework of the event 2.2 “Improving the quality of education in schools with low learning outcomes and in schools operating under adverse social conditions through the implementation of regional projects and dissemination of their results”, tasks 2 “Development of modern mechanisms and technologies of general education” of the Federal Target Program Development of education for 2016-2020.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals КРИТЕРІАЛЬНО-РІВНЕВА СТРУКТУРА ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ЗАСТОСУВАННЯ ЗАСОБІВ ЕЛЕКТРОННОЇ ЛІНГВОМЕТОДИКИ В ПРОФЕСІЙНІЙ ДІЯЛЬНОСТІ

2019 ◽  
Vol 69 (1) ◽  
pp. 160
Author(s):  
Inna A. Khyzhniak
Keyword(s):  
Primary School ◽  
Professional Growth ◽  
School Teacher ◽  
Level Structure ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
The Future

The issue of measuring the quality of higher pedagogical education is considered in the article, in particular in the process of training the future primary school teachers. The author studies the structure of the future teachers’ preparedness to use the means of electronic linguomethods in their professional activities through the system of the components of this personal phenomenon, the criteria for revealing each of them, the indicators for their being measured and the levels of their being formed. The theoretical investigation has shown that the structure of the professional growth of future pedagogues is mostly considered in the unity of the motivational, cognitive, operational and evaluating components. Defining and characterising these components in the structure of the preparedness of future primary school teacher to use the means of electronic linguomethods in the professional activities has given the author the opportunity to find out the overall component-level structure of this personal-professional formation, which helps to comprehensively measure the quality of its development in the primary school teachers education. As a result, this structure illustrates the interconnection and subordination of the components of preparedness (motivational-valuable, cognitive, operational-activity, projective); the criteria of their measurement (directedness and aspiration, knowledge, skills and abilities), the indicators of each criterion (professional-personal, acmeological, linguomethodic aspiration and others; theoretical and methodological, linguomethodic, projective-methodical and other knowledge; methodical, motivational and other skills and abilities); the levels of mastery of future primary education specialists preparedness to use the means of electronic linguomethods in their professional activities: intuitive-receptive, reproductive, productive, research-creative. Characterising the level of preparedness of future primary school teachers to use the means of electronic linguomethods in their professional activities as stages of developing the skills of work with the means of electronic linguomethods, the author also tracks the individual regularities of transition from one level to another during studying at the institution of higher education.

scholarly journals The Professionalism of Indonesian Teachers in The Future

2018 ◽  
Vol 3 (1) ◽  
pp. 28
Author(s):  
Iis Lisnawati
Keyword(s):  
Language Learning ◽  
Professional Competence ◽  
Global Perspective ◽  
Quality Of Education ◽  
Teacher Competence ◽  
Soft Skill ◽  
Hard Skills ◽  
The Future ◽  
Current Curriculum

Teachers are the most crucial factor in learning. Therefore, the process and success of learning as a determinant of the quality of education in the future were determined by the professionalism of teachers. The professionalism of Indonesian teachers in the future must be in line with the demands of their profession, namely (1) having teacher competence covering pedagogic competence, personality competence, social competence, and professional competence, (2) realizing Indonesian language learning in accordance with current curriculum , (3) implementing the paradigm of 21st century learning that has nationalism, global perspective, and multi-literacy to produce graduates who have soft skill and hard skills that are superior and competitive so that they become qualified human resources.

FORMING OF PROFESSIONAL COMPETENCE OF THE FUTURE MUSIC TEACHERS

2018 ◽  
pp. 87-97
Author(s):  
Maryana Tomashivska
Keyword(s):  
Professional Growth ◽  
Music Teachers ◽  
Professional Competence ◽  
Research Work ◽  
Empirical Methods ◽  
Present Stage ◽  
The Future ◽  
Self Actualization ◽  
Constituent Component ◽  
The Subject

In this article topic of forming of professional competence of the future music teachers, and meaning of mentioned formation in process of pedagogical activity are researched. Reviewed necessary knowledge and skills of the future pedagogues-musicians as constituent component of professional competence. It is conducted a theoretical analysis of psychological and pedagogical works on which makes it possible to state that at the present stage educational competency approach is a priority. Music and performing competence is identified as key in the structure of professional competence. Describing topic of self-actualization of the future teacher as aguarantee of they successful process of they professional growth. The author defines theoretical and empirical methods of investigation of the subject and the ways of further research work to develop effective methods of formation of professional competence of the future teachers of music.

scholarly journals The importance of teacher’s attitude for multifaceted educational experience transfer to students' personal and professional development

2021 ◽  
Vol 16 (5) ◽  
pp. 2798-2807
Author(s):  
Linda Pavitola ◽  
Lasma Latsone ◽  
Dina Bethere
Keyword(s):  
Professional Growth ◽  
Professional Competence ◽  
Educational Experience ◽  
Quality Of Education ◽  
Emotional Impact ◽  
Qualitative Survey ◽  
Competency Based ◽  
The Individual ◽  
Growth Quality

At present Latvian education system is implementing a shift towards competency-based learning to improve the quality of education. Teachers are the agents of this change, therefore, a question of ensuring the transfer of educational experiences is becoming increasingly important. The aim of the research is to explore the importance of attitude as one of the factors of teacher’s professional competence and interrelationships between the transformative aspects of the acquired educational experience and personal and professional growth of the individual. A survey research design and a qualitative survey data analysis was employed. 530 respondents from different ethnical and professional backgrounds (Latvia, UK, and RSA) were selected using non-probability sampling, allowing gathering data on their educational journey and experience transfer. The outcomes demonstrate the link between the teacher’s example and attitude and the learner’s personal and professional growth, as well as shows the long-term emotional impact. Keywords: Competence, Learner’s growth, Quality of education, Teacher’s attitude, Transfer    

scholarly journals Development of Professional Competence of Teachers as A Factor of The Education Quality Management in Preschool Institutions

2020 ◽  
Vol 79 ◽  
pp. 04001
Author(s):  
Lydia Shnejder ◽  
Marina Khmelkova ◽  
Tatyana Golovyatenko ◽  
Maria Poliakova ◽  
Oksana Doroshenko
Keyword(s):  
Professional Competence ◽  
Preschool Education ◽  
Education Quality ◽  
Self Assessment ◽  
Pedagogical Competence ◽  
Assessment Sheet ◽  
Informational Basis ◽  
Personal Qualities ◽  
Russian Education

The main purpose of the article is to disclose the content of the concept of “quality of education”, including preschool education, as a priority in the field of Russian education. A quantitative and qualitative analysis of the professional competence and pedagogical competence of preschool teachers was carried out on the basis of a self-assessment sheet of the teacher’s pedagogical activity and an assessment sheet of key competences by T.A. Svatalova. The results of the self-assessment of pedagogical activity of teachers determined the main competencies in which the teachers showed acceptable levels of professional competence (in the field of personal qualities, in the field of providing an informational basis for activity, and in the field of developing a program of activity and making pedagogical decisions). It creates guidelines for organizing in institutions the conditions necessary for the professional development of teachers, raising their qualifications, helping them not only understand the reasons for their professional difficulties, but also identify the essence of professional expectations of each employee.

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