scholarly journals ПРОФЕССИОНАЛЬНО-ЭТИЧЕСКИЕ КАЧЕСТВА СОВРЕМЕННОГО СПЕЦИАЛИСТА ПЕДАГОГИЧЕСКОЙ СФЕРЫ: ГЕНЕЗИС РАЗВИТИЯ

2020 ◽  
Author(s):  
Ekaterina Yamshchikova
Keyword(s):  
Professional Ethics ◽  
Personal Characteristics ◽  
Value Orientations ◽  
Human Interaction ◽  
Professional Activity ◽  
Work Activity ◽  
Professional Activities ◽  
Pedagogical Tact ◽  
Pedagogical Analysis ◽  
The Individual

В процессе становления информационного общества все большее значение приобретает проблема воспитания нравственной личности. Происходящая цивилизационная ломка способствовала изменению ценностных ориентаций молодежи, что сказалось и на развитии ведущих идей профессиональной этики. Профессиональная деятельность формирует у человека не только профессиональные навыки, но и определенные личностные особенности, а также отношение к различным сторонам своей трудовой активности. В связи с этим профессиональная этика является одним из важнейших аспектов любой профессиональной деятельности, выступая регулятором взаимодействия людей в профессиональной сфере. В качестве норм, выступающих эталонными, принимаются те образцы поведения, которые сложились по мере развития содержания и способов осуществления конкретной профессиональной деятельности в процессах взаимодействия людей. На основе историко-педагогического анализа в исследовании доказывается наличие проблемы, требующей изучения профессиональной этики как формы проявления нравственности или морали. Описываются ведущие функции педагогической этики: регулятивная, обеспечивающая согласование элементов сферы нравственности педагога; формирующе-воспитательная, направленная на развитие каких-либо ценностей личности; познавательная, связанная с отражением в индивидуальном сознании педагогических ценностей; предлагается анализ ведущих понятий педагогической этики как относительно самостоятельного раздела аксиологического знания. Анализ литературы показал, что категориями профессиональной педагогической этики, наиболее важными для понимания сути и содержания моральных требований к личности педагога, являются категории «педагогическая справедливость», «педагогический долг», «педагогический такт», «педагогический авторитет». In the process of the formation of the information society, the problem of educating a moral personality is becoming increasingly important. The ongoing civilizational breakdown contributed to a change in the value orientations of youth, which also affected the development of leading ideas of professional ethics. Professional activity forms in a person not only professional skills, but also certain personal characteristics, as well as attitude to various aspects of his work activity. In this regard, professional ethics is one of the most important aspects of any professional activity, acting as a regulator of the interaction of people in the professional sphere. As standards that act as reference, those patterns of behavior are accepted that have developed as the content and methods of implementing specific professional activities in the processes of human interaction develop. On the basis of historical and pedagogical analysis, the study proves the existence of a problem requiring the study of professional ethics as a form of morality. The article describes the leading functions of pedagogical ethics: regulatory, ensuring the coordination of elements of the sphere of morality of the teacher; formative and educational, aimed at the development of any personal values; cognitive associated with the reflection in the individual mind of pedagogical values); an analysis of the leading concepts of pedagogical ethics as a form relative to the scope of an independent section of axiological knowledge is proposed. The analysis of the literature of the era showed that the forms of categories among the professional environment of the pedagogical group of ethics, the words of the most important forms for axiological understanding of the essence and the content of moral requirements of duty to the personality of the teacher, the categories of “pedagogical sheet of justice”, “pedagogical duty”, “pedagogical tact tact”, “pedagogical authority as well”.

scholarly journals FEATURES OF THE VALUE-MOTIVATIONAL SPHERE OF IT SPECIALISTS

2020 ◽  
pp. 91-99
Author(s):  
Nataliya Ye. Vodop’yanova ◽  
Mariya A. Zhurina
Keyword(s):  
Work Experience ◽  
Personality Development ◽  
Personal Characteristics ◽  
Value Orientations ◽  
Social Recognition ◽  
Point Of View ◽  
Professional Activity ◽  
Professional Activities ◽  
Professional Recognition ◽  
Professional Success

The article presents the results of an empirical study of the features of the value-motivational sphere in the professional activity of IT specialists, where the professional success of an IT specialist is considered from the point of view of the level of sophistication and the specifics of its motivation and value orientations. The features of motivation and value orientations of IT specialists were identified, and a comparison was also made of the motivation and value orientations of IT specialists of different ages, work experience, gender, different professions, with the presence of higher education and without it, different frequencies of changing jobs. The data was obtained that the satisfaction of basic needs and personality development, the integration of lifestyles, autonomy and service are paramount value orientations for IT specialists in their professional activities. The least value is social recognition. It has been established that the key factors in the motivational sphere of IT specialists are professional success, professional recognition and approval, the possibility of professional and creative development. The results of the study can be used to unleash the potential, capabilities of an IT specialist, for a comparative assessment of the personal characteristics of an IT specialist as a subject of activity, and the research results can be used by specialists involved in the professional selection, adaptation and development of personnel in IT companies.

scholarly journals Work values of Lithuanian university students: Internal structure

2017 ◽  
Vol 10 (1) ◽  
pp. 109-123
Author(s):  
Vincentas Lamanauskas ◽  
Dalia Augienė
Keyword(s):  
Labour Market ◽  
Work Values ◽  
Value Orientations ◽  
Professional Activity ◽  
First Year ◽  
First Year Students ◽  
Work Activity ◽  
Professional Career ◽  
Work Value ◽  
The Individual

Individual’s work values define his/her career purposefulness. Individual’s chosen work values allow foreseeing what activity context and career model is important for him/her, seeking to successfully realize oneself in professional activity. Planning his/her professional career an individual is searching for the activity sphere, which could conform not only to his/her personal features, but also to his/her value orientations. Work values important for the individual allow realizing if they form conditions for planning modern career (successfully solve constantly changing activity problems and to correspond to always new raised requirements for a person in the organisation or in labour market), the realisation of which in today’s constantly changing labour market and social context becomes more and more problematic. Empiric research was carried out seeking to discover the work (activity) value structure. The research instrument was created by the authors of the research. Two hundred sixty five first-year students from three Lithuanian universities participated in the research. These are the main higher education institutions, preparing teachers in Lithuania. The obtained results show that work value structure of the first year students studying in social and humanitarian science programmes can be expressed by 6 main factors: responsible activity values, active work values, harmony values, reward values, activity style values, and social status values. Also, the main differences were ascertained between female and male work value structure. Responsible activity values, active work values and harmony values were much more important for female than male students.

scholarly journals Comparison of Value Orientations in Youthhood And Adulthood

2019 ◽  
Vol 39 (1) ◽  
pp. 56-61
Author(s):  
V. Kacharova ◽  
O. Koval ◽  
I. Nesterenko
Keyword(s):  
Social Acceptance ◽  
Family Relations ◽  
Personality Development ◽  
Value Orientations ◽  
Professional Activity ◽  
Full Potential ◽  
Subjective Response ◽  
Positive Direction ◽  
Professional Activities ◽  
The Individual

Personality values serve the function of regulating behaviour and defining its purpose, linking it into a single whole personality and social environment. At each stage of personality development, the choice of the dominant mechanism of value system formation is determined by a complex set of internal and external factors. The importance of the study is the need to follow the process of worldview changes that occur in the period from youth to adulthood. An essential stage in youth is to adequately overcome the crisis of identity, which opens a positive direction in the development and transition to another crisis - the crisis of adulthood. In adulthood, a person is more active in his life, fully reveals his full potential; this leads to the creation of material and spiritual values of society. The main thing during this period of life is a professional activity and family relations. If at a young age there was a mastery of the profession and the choice of a companion, then in adulthood, it is the realization of their capabilities, skill in the chosen activity and family relations. The crisis of youth age is a loss of one's integrity as an individual and a lack of social definition. Because of this, there are "doubts" about my self, my actions, my place in the group, my future. There are possible consequences of frustration with the goals and social tasks of the individual, which can lead to the following options of subjective response: avoidance, passivity or aggressive confrontation. The crisis of adulthood is a reassessment of values, testing them for "effectiveness". The vast majority of mature people raise their offspring and, depending on their skill in coping with crises, this will affect the next generation, their psychological characteristics and their professional activities. The crisis of identity is the loss of self-worth, the blocking of inner identity and the lack of social acceptance. This crisis is both an age and a life crisis of man. It is the most difficult during the self-determination of personality.  

Psychological Features of Manifestation of Coping-Resources of Schoolteachers

2021 ◽  
Author(s):  
Tetiana Nechytailo ◽  
Halyna Fesun ◽  
Tetiana Kanivets ◽  
Alla Simak
Keyword(s):  
Coping Strategies ◽  
Stress Resistance ◽  
Coping Behavior ◽  
Teaching Profession ◽  
Coping Resources ◽  
Professional Activity ◽  
Personal Resources ◽  
Negative Effects ◽  
Professional Activities ◽  
The Individual

The article is devoted to the psychological peculiarities of the manifestation of coping-resources of educators. The teaching profession belongs to the category of professions especially vulnerable to stress, since the teacher has to solve various professional tasks in the absence of time and information, constant open contact with people, which entails considerable emotional energy. The professional activity of a modern teacher requires constant and maximum mobilization of their personal resources. Maintaining or enhancing a person's stress resistance is associated with finding and using resources well enough to help the educator overcome the negative effects of stressful situations. The article reveals such characteristics of personality and social environment that facilitate or make possible adaptation to life stresses, promotes the development of a means of overcoming it, and increases stress resistance. These personal structures help a person cope with threatening circumstances and facilitate adaptation. The author analyzes the scientific and psychological approaches to understand personal resources, determinants of the choice of coping-strategies, and the influence of the characteristics of professional activity on the behavior of the individual. Questions about structure, functions, and types of coping behavior are raised. According to the majority of modern researchers, the generalized classification of the methods of mastering stressful circumstances is analyzed: coping aimed at evaluation; problem-oriented coping; coping aimed at emotions. Also presented were the most up-to-date and most modern models of coping resources, which can be viewed from different angles to look at the choice of coping-resources by the personality of the teacher, taking into account the conditions of his professional activity. The organization and methods of conducted research of the features of manifestation of coping-resources in teachers are described. The presented quantitative and qualitative results are disclosed according to the stages of the study. In particular, the analysis of teacher’s coping-strategies depending on the level of emotional burnout, ways of overcoming difficult life situations, as well as the methods of coping-behavior of the respondents. Relationships between teachers' coping-resources and emotional and mental stress as well as the monotony of professional activities are also identified. Adaptive and non-adaptive coping behaviors are differentiated in terms of cognitive, emotional, and behavioral coping strategies are analyzed separately. Based on the theoretical analysis of the scientific literature and empirical research, the author substantiates the relevant conclusions and recommendations for school educators on the effective use of their own coping resources.

scholarly journals INTERNATIONAL TRENDS IN THE REGULATION OF PROFESSIONAL ACTIVITIES OF ACCOUNTANTS

2021 ◽  
Author(s):  
Volodymyr Metelytsya
Keyword(s):  
Professional Ethics ◽  
Transfer Pricing ◽  
Accounting Standards ◽  
Business Development ◽  
Professional Activity ◽  
Financial Indicators ◽  
Professional Activities ◽  
International Trends ◽  
The Us ◽  
The World

The regulation of the professional activities of accountants either promotes business development, the migration of financial and human capital, or complicates this process. Many firms with global interests may already be feeling the burden of complex and ever-changing regulations issued at domestic and international level. It is expected that some regions of the world are likely to face far more regulation of financial activities, including accounting. The purpose of the article is to analyze the latest changes in the regulation of the professional activity of accountants caused by the transformations of the global economic system, as well as to identify and assess the challenges that accountants around the world will face in the coming years. The tendencies in the field of regulation of professional activity of accountants in Europe, USA, Australia, Asia were revealed, and the factors (reasons) of their development were determined. In particular, in Europe, there are growing calls for more regulation in finance and “fairness” in tax especially when it comes to taxing digital corporations, whereas in the US, things are moving in the opposite direction, with less regulation to encourage growth. Across the Asian region, banking and corporate regulation is becoming more stringent and the expectations of revenue authorities around issues such as transfer pricing documentation are increasing. It has been determined that the existence of accounting standards and rules as such does not guarantee reliable and appropriate financial indicators, and therefore the role and importance of professional ethics increases. Three key areas of change and challenges for the accounting profession that will take place in the coming years were assessed. It has been proven that the goal of strengthening regulation around the world is to solve socio-economic and environmental problems. It is important for accountants to realize that such events should develop motivation not to manipulate numbers, as well as ensure the introduction of a system of fair taxation and elimination of abuses by the subjects of the digital economy. So, all over the world there is a real need to educate accountants on the changing global regulatory framework.

scholarly journals Foreign language as a means of educating a professional

2021 ◽  
Vol 27 (3) ◽  
pp. 84-88
Author(s):  
A. B. Khramtcova
Keyword(s):  
Foreign Language ◽  
Vocational Education ◽  
Creative Thinking ◽  
Professional Community ◽  
Personal Characteristics ◽  
Academic Disciplines ◽  
Professional Activity ◽  
Native Culture ◽  
The Social ◽  
The Individual

Rethinking the goals of vocational education, integrating into the international professional community, required rethinking of the academic disciplines role, which primarily affected the foreign language. Researchers note its importance for successful professional activity, for the development of special qualities. At the same time, the problem of educating professional responsibility, conditioned by the outlook of the individual, the conviction of the need to make professional decisions with an orientation towards their consequences for society and the country as a whole, has ceased to be a priority. The article focuses on the means of implementing the educational function of a foreign language in the unity of the content (context of the language) and methods of comparison with regional natural history, which activates creative thinking and affects the social position in the perception of the modern worldview, on the formation of a person's motivational-value attitude to his native culture. Comparative analysis of the native and foreign language culture allows a deeper understanding of the native culture and the formation of patriotic beliefs. The conclusions obtained in the course of understanding the educational function of a foreign language are based on the results of a comprehensive study conducted by graduate students of Samara University on the theory and methodology of vocational education, the purpose of which was to determine the effective personal characteristics of students in different areas of vocational training.

scholarly journals The development of conscious self-regulation of workers of coal industry enterprises as a condition for ensuring the safety of professional activities

2021 ◽  
Author(s):  
Irina Stanislavovna Morozova ◽  
Evgeniia Aleksandrovna Medovikova ◽  
Daria Nikolaevna Grinenko ◽  
Anastasiia Evgenevna Kargina
Keyword(s):  
Time Perspective ◽  
Self Regulation ◽  
Coal Industry ◽  
Professional Activity ◽  
Actual Problem ◽  
Professional Activities ◽  
Broad Concept ◽  
The Subject ◽  
The Moment ◽  
The Individual

The actual problem of our time at the enterprises of the Kuzbass coal industry is the moment of ensuring the psychological security of the employee's personality. Psychological security is a fairly broad concept that includes many components and is exposed to various factors [2]. The aim of the study is to consider the importance of self-regulation of the individual as a condition for ensuring the safety of the subject of professional activity. The following methods and techniques were used in the study: The method "Style of self-regulation of behavior" by V. I. Morosanova; Test "Meaning-life orientations" by D. A. Leontiev; Questionnaire by H. Zachera and M. Freze "Professional time perspective of the future". The research is based on the development and testing of the technology of psychological and pedagogical influence in the form of reflexive seminars, which allows to increase the level of awareness of self-regulation of subjects of professional activity.

scholarly journals Humanistic foundations of the teacher’s professional activity in modern sociocultural conditions

2020 ◽  
Vol 210 ◽  
pp. 18117
Author(s):  
Irina Khlyzova ◽  
Lyudmila Illarionova ◽  
Marina Ivanova
Keyword(s):  
Modern Society ◽  
Professional Activity ◽  
Practical Implementation ◽  
Educational Organization ◽  
University Teachers ◽  
Professional Activities ◽  
Leading Role ◽  
Pedagogical Analysis ◽  
Material Values ◽  
Junior Students

The study examines the problem associated with the fact that features of dehumanization are largely manifested in modern society and in education. There is a loss of spiritual and moral values, a rejection of a worldview based on justice, a lack of attention and respect for a person is increasingly manifested, and his life and morality are being devalued. The leading role in forming the moral image of the younger generation should belong to the general educational organization, teachers and educators. In accordance with this, the goal of the study was set: to identify the level of humanization of pedagogical activity in modern sociocultural conditions. To achieve this goal, the following tasks were set and solved: on the basis of a comparative historical and pedagogical analysis of scientific literature, trace the genesis of the concept of “humanism”; characterize the humanistic foundations of modern education; consider conceptual approaches to the humanization of education; determine the pedagogical conditions for the practical implementation of the humanistic paradigm in the professional activities of university teachers, school teachers and educators. Based on the results of a survey of junior students and their inclusion in project activities to study the heritage of humanist teachers of the XIX-XX centuries, conclusions are drawn that the values of their future professional activities can be formed in the course of studying pedagogy. When carrying out educational projects that have a humanistic orientation, future teachers develop a humanistic consciousness, reorient from material values to spiritual ones, and the personality of the future teacher is humanized.

scholarly journals THE PSYCHOLOGICAL PREDICTORS OF ACTIVITY OF IT-PROFESSIONAL SINCONDITIONS OF ORGANIZATIONAL TRANSITION TO REMOTE WORK

2018 ◽  
pp. 38-42
Author(s):  
N. Maksymenko
Keyword(s):  
Personal Characteristics ◽  
Value Orientations ◽  
Professional Activity ◽  
Remote Work ◽  
Home Office ◽  
Actual Problem ◽  
Organizational Transition ◽  
Low Level ◽  
Self Confidence ◽  
Dispositional Factors

The article is devoted to the actual problem of psychological support of the transition of office workers to remote work. The purpose of the article is the definition of psychological and socio-demographic determinants of the activities of managers in the context of junior personnel transfer to virtual / home office. This problem is considered on the example of IT-professionals (n = 182) from four countries of Central and Eastern Europe. It is proved that the basic dispositional features that contribute to the realization of the activity potential are conscientiousness and openness to experience. Among the value orientations such predictors are the orientations towards competent and tolerant leadership. Another important thing is the value orientations of altruism and independence. The author makes conclusion that duing formation of uncertainty in their actions, individual personal traits play a great role, especially such traits as: ease of occurrence of negative emotions, individualism, preference for independence, disorganization, spontaneity, low level of purposeful behavior. Therefore, an orientation towards social support makes it difficult to implement an orientation towards quality in an activity and reinforces the lack of self-confidence feelings. It was revealed that under conditions of restructuration dispositional factors begin to play a major role, and the degree of value regulation decreases. In addition, the author suggests that a low level of integrity promotes creativity. This can be explained by the fact that an individual, who has such low level, remains open for longer to various possibilities of thought and action. The results of the analysis of the research data indicate that value orientations act as a kind of basis. They head the realization of the personal characteristics of a specialist in professional activity and they are important qualities in everyday life. In the article it is determined that the desire for success decreases in the specialists who get older, and the value orientations for support and leadership contribute to this aspiration. The author has shown that openness of experience, combined with tolerant leadership, is a prerequisite for determination in promoting organizational change.

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.

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