scholarly journals Consulting Support of Technologization of Professional Practice of a Teacher

2021 ◽  
Author(s):  
Zoya Lukashenia ◽  
◽  
Lidia Chepikova ◽  
Hanna Rudneva ◽  
◽  
...  
Keyword(s):  
Professional Practice ◽  
Professional Growth ◽  
Management Practice ◽  
Educational Institution ◽  
Parametric Method ◽  
Statistical Processing ◽  
Statistical Accuracy ◽  
Educational Management ◽  
Professional Activities ◽  
The Impact

The article presents the results of experimental work on consulting support of professional practice of a teacher, which introduces local innovations. These innovations are initiated by teachers who need advice on developing a project to implement them in their professional activities. Innovative changes developed by the teacher infringe the order in the implementation of existing professional practice, which leads to the need for its technologization. The presented circumstances actualize consulting support as a form of teacher training directly at the workplace. The purpose of the research stated in the publication is to identify the impact of consulting support on the formation of competencies of consulted ones on the implementation of local innovations developed by them in their own professional practice. Consulting support of technologization by teachers-clients of their own professional practice, after the introduction of local innovative changes, was implemented in a mixed type, combining offline and online formats. The authors of the publication propose to evaluate the success of participants in consulting support for the products developed in its process: the project of technologization of professional practice and the program for its implementation. The obtained data were statistically processed using the parametric method of variance analysis. Statistical processing of the data obtained confirmed the effectiveness of this approach. Professional growth and motivation of educational institution specialists are regulated with statistical accuracy by consulting, which acts as an educational management practice. The consulting on the development of local innovations should be carried out continuously to support the teacher's strategically significant needs, and not just their fragmentary situational requests.

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 FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals The results of the subjective professional activities assessment of neonatologists in a metropolis

2020 ◽  
Vol 101 (1) ◽  
pp. 91-96
Author(s):  
K E Moiseeva
Keyword(s):  
Medical Care ◽  
Professional Education ◽  
Professional Growth ◽  
Statistical Processing ◽  
Clinical Work ◽  
Document Management ◽  
Medical Speciality ◽  
Professional Activities ◽  
Medical Document

Aim. To assess the attitude to the professional activities of neonatologists in St. Petersburg. Methods. A questionnaire of 179 neonatologists working in state medical organizations of St. Petersburg was conducted. The representativeness of this sample was checked using the method of Professor A.M. Merkov, with the error not exceeding 4%. Statistical processing was performed using Microsoft Office Excel software. Results. Among neonatologists of St. Petersburg, women are prevalent (95.2%), with an average age of 44.130.13 years. The majority of doctors work at the neonatal departments of obstetric hospitals, they have 18.100.11 years of professional experience. 37.4% of neonatologists hold more than one rate. Of the sections of work prescribed in the job descriptions, 91.2% of doctors most like clinical work, 85.2% do not like medical document management mostly, which 32.1% of doctors would like to exclude from their duties completely. According to 37.8% of neonatologists, the professional standard does not fully reflect their job responsibilities. When assessing labour functions, doctors on the first place put the providing of medical care for newborns and premature babies immediately/directly after birth (in the delivery room), and the last analysis of medical and statistical information and medical records management. More than 80% of neonatologists use additional professional education, trainings in simulation centres and participation in meetings, congresses, conferences, master classes and other educational events for professional growth and qualification category assignment. Almost all neonatologists feel fully responsible for the quality of their work (99.4%). Most doctors do not want to change their medical speciality (91.4%) and they are satisfied with the professional choice (91.6%). Conclusion. In their professional activities, most neonatologists feel responsible for the quality of their work, they put providing of medical care to newborns on the first place and use all the opportunities for professional growth in most cases; the most negative reaction of doctors is caused by medical document management, which they consider the least important in their work.

A systematic approach to the assessment of impact in a professional doctorate

2014 ◽  
Vol 4 (2) ◽  
pp. 171-183 ◽  
Author(s):  
Swapna Kumar
Keyword(s):  
Professional Practice ◽  
Professional Growth ◽  
Qualitative Data ◽  
Doctoral Program ◽  
Doctoral Degrees ◽  
Content Type ◽  
Professional Doctorate ◽  
Program Content ◽  
The Impact ◽  
Systematic Collection

Purpose – The purpose of this paper is to present one approach to the measurement of impact in a professional doctorate in education that encompasses discipline-based coursework and practice-embedded research. Design/methodology/approach – Quantitative and qualitative data on the impact of the doctoral program were collected at regular intervals, with a focus on students’ application of program content in their professional practice and on students’ professional growth. Findings – The research design and the findings are discussed in the context of the larger debate surrounding the measurement of doctoral impact and the value of online doctoral degrees for practitioners. Originality/value – This paper presents the systematic collection of data over four years in a newly developed professional doctorate in education.

scholarly journals ROLE AND PLACE OF INFORMATION AND ANALYTICAL SYSTEMS IN IMPROVING QUALIFICATION OF TEACHERS OF INFORMATICS

2019 ◽  
Author(s):  
Dmytro Pokryshen ◽  
Serghij Oleksijenko
Keyword(s):  
Professional Growth ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Professional Activity ◽  
Information Culture ◽  
Professional Activities ◽  
Ict Infrastructure ◽  
The Individual ◽  
Types Of Information

In the article types of information-analytical systems are considered, their classification is made. The analysis of researches on the problem of introduction of IAS in business and educational processes of the educational institution is carried out. The components of these systems and the main content technological lines, which should be considered when improving the qualification of teachers of informatics, are determined. The kinds of IAS that are used by the teachers of informatics in their professional activity and perspectives from which IAS should be considered in the educational activity are considered: database management systems, Internet information resources. Their analysis, criteria and indicators influencing efficiency and effectiveness are presented. The place of information-analytical systems in the professional activity of the teacher of informatics is determined. The problems faced by the system of postgraduate pedagogical education for the support of informatics teachers at advanced training courses are outlined with the aim of teaching designing of information-analytical systems, development of informational competences and raising the level of information culture of all subjects of educational process. The design and development of IAS by pupils and teachers ensures the objectivity of learning activities, the acquisition of academic achievements by students (participation and victories in competitions, tournaments, competitions), the release of their creative potential, the continuous professional growth of the teacher, the orientation of the educational process to the development of the individual and the satisfaction of his educational needs, development of software and hardware ICT infrastructure of an educational institution. Understanding the ability of the teacher to use IAS in their professional activities can significantly improve management organization and conduct the educational process, develop information culture of all subjects of the educational process.

scholarly journals ABILITY TO WORK IN A TEAM AS A MODERN PROFESSIONAL COMPETENCE OF A TEACHER

2021 ◽  
pp. 216-223
Author(s):  
Mariia Denysiuk ◽  
Oleksandr Kobernyk
Keyword(s):  
Professional Growth ◽  
Professional Competence ◽  
Educational Institution ◽  
Work Team ◽  
Problem Situation ◽  
Team Members ◽  
Professional Activities ◽  
Team Types

The purpose of the article is to conduct a theoretical analysis of the essence of teamwork and its role in the professional activities of teachers. The article clarifies the relevance and prospects of forming the experience of future teachers’ teamwork. The regulations consider it to be important as general and professional competence. The meaning of the notion “team” is described, as one, which defines small groups of people (from 3 to 12 participants). These groups are specifically selected to combine their efforts to solve a problem situation or a common completion of an important task. They have a clear target orientation and intensive interaction with each other. The main features of teamwork, such as group activity, which is focused on solving a particular problem and implementation of tasks, are discussed in the article. The authors claim that such an association of teachers is an essential tool for the personal and professional growth of every member. In addition, the article defines that researchers distinguish four types of a team. The first type is a work team, which solves the current problems of a pedagogical team and educational institution in general. The second type is a project team and a development team. They work on long-term educational projects. The third type is a parallel team, which is temporal and is focused on solving some educational issues. The last type is a management team, which unifies all heads of HR departments of an educational institution or other organization.The main advantages of any teamwork are highlighted in the article: improving the quality of decisions; reducing the time to find the best solutions; implementation of a multifaceted approach to solving complex pedagogical problems; professional growth of team members. Keywords: competence; professional competence; team; teamwork; teachers; feature of a team; types of teams; forming teamwork experience.

scholarly journals Pedagogical management of resolving conflict situations in educational institution

2021 ◽  
Vol 14 (33) ◽  
pp. e16558
Author(s):  
Marina Georgiyevna Sergeeva ◽  
Dmitry Vladimirovich Lukashenko ◽  
Maria Lvovna Kunitsyna ◽  
Konstantin Zaurovich Abdula-Zade
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Institution ◽  
School Psychologist ◽  
Personal Characteristics ◽  
Educational Process ◽  
Professional Activities ◽  
Conflict Situations ◽  
Ability To Act ◽  
The Individual

The pedagogical process in an educational institution is determined by the interaction of individuals. Therefore, the decisive factor in the professional development of a teacher is the ability to act as a subject of pedagogical activity and build dialogical interaction with other subjects. Dialogical interpersonal interaction is a prerequisite for the efficient pedagogical activity in an educational institution. In the process of mastering dialogical skills, the professional development of a teacher is ensured. A significant part of the teacher’s professional competencies is associated with interpersonal communications, which focus our attention on the role of dialogical interaction in the professional development of a teacher. Pedagogical competencies are aimed at the implementation of professional activities and the ability to build competent dialogical interaction in the educational process. The optimal result of dialogical interactions is the mastering by the teacher of a certain set of knowledge, professional skills, and personal characteristics, which, in our opinion, could be considered as the criteria of professional growth. We believe that optimization of dialogical interaction between participants in educational relations requires special attention. In the educational institution, it is necessary to pay more attention to the implementation of the communicative potential of the individual, creating a comfortable educational environment for two-way communication. The communicative mobility of all subjects of interaction should be developed at pedagogical councils, training sessions, and parent-teacher meetings with the participation of a school psychologist.

scholarly journals Career Management Trends in Terms of Gender

2019 ◽  
Vol 5 (1) ◽  
pp. 225
Author(s):  
Nugzar Paichadze ◽  
Natalia Kharadze ◽  
Maia Giorgobiani
Keyword(s):  
Correlation Analysis ◽  
Cultural Values ◽  
Work Experience ◽  
Professional Growth ◽  
Educational Institution ◽  
Dispersion Analysis ◽  
Career Management ◽  
Chi Square ◽  
Homogeneity Of Variance ◽  
The Impact

Career management is a deliberate process including the involvement of an individual in various activities, resulting in a high level of performance, professional growth. Many people think that the career and the job that we choose represent the goal of our existence, and by this we can demonstrate ourselves and our natural inclinations. Our paper deals with career management. Our interest has been caused by gender peculiarities in career management. Gender Equality gives the opportunity to women and men to have an equal access in all areas of public life. In the course of research we set the hypotheses; Hypothesis HP1: Gender Q2 affects Q1 employment field (1)public sector 2) private sector 3) educational institution;); Hypothesis HP3: Gender Q2 affects Q5 how the respondents were accepted to work (by means of an interview, a contest, a direct manner) where we used the Correlation Analysis, a Chi-square Test; Hypothesis HP2: Gender Q2 affects Q4 work experience. Where we used the Correlation Analysis, the test about Homogeneity of Variance (Levene); Hypothesis HP4: Gender Q2 influences Q15 Are you invited to any kind of meetings? Where a single-factor dispersion analysis is used-One Way ANOVA, Correlation Analysis. The survey showed an interesting picture in terms of gender. The impact of the Georgians cultural values and traditions has been sharply revealed in women's career management process. Considering the conclusions and recommendations received as a result of the survey will eliminate the problems in women's career management.

The Impact of Internal Work Environment on the Retention of Healthcare Providers at Turaif General Hospital

2019 ◽  
Vol 10 (12) ◽  
pp. 1183-1199
Author(s):  
Mohammed Alrouili ◽  
Keyword(s):  
Work Environment ◽  
General Hospital ◽  
Professional Growth ◽  
Healthcare Providers ◽  
Entire Study ◽  
Internal Work ◽  
Research Findings ◽  
Study Population ◽  
The Right ◽  
The Impact

This study attempted to identify the impact of internal work environment on the retention of healthcare providers at Turaif General Hospital in the Kingdom of Saudi Arabia. In particular, the study aimed to identify the dimensions of work circumstances, compensation, and relationship with colleagues, professional growth, and the level of healthcare providers’ retention. In order to achieve the study goals, the researcher used the descriptive analytical approach. The researcher used the questionnaire as the study tool. The study population comprised all the healthcare providers at Turaif General Hospital. Questionnaires were distributed to the entire study sample that consisted of 220 individuals. The number of questionnaires valid for study was 183 questionnaires. The research findings were as follows: the participants’ estimate of the work circumstances dimension was high (3.64), the participants’ estimate of the compensation dimension was moderate (3.32), the participants’ estimate of the relationship with colleagues dimension was high (3.62), the participants’ estimate of the professional growth dimension was weak (2.39), and the participants’ estimate of healthcare providers’ retention level was intermediate (2.75). Accordingly, the researcher’s major recommendations are: the need to create the right atmosphere for personnel in hospitals, the interest of the hospital to provide the appropriate conditions for the staff in terms of the physical and moral aspects for building the work adjustment in the staff, and conducting training courses and educational lectures for personnel in hospitals on how to cope with the work pressures.

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