scholarly journals Specificity of social adaptation among university teachers of pre-retirement age

2020 ◽  
Vol 6 (Extra-A) ◽  
pp. 209-213
Author(s):  
Denis Fedosyuk
Keyword(s):  
Teaching Experience ◽  
Research Problem ◽  
Social Adaptation ◽  
Retirement Age ◽  
University Professors ◽  
Higher Education System ◽  
University Teachers ◽  
Professional Activities ◽  
Interview Method ◽  
The Status

The article presents a sociological analysis of a topical research problem related to the study of the specifics of social adaptation of university teachers of pre-retirement age. We used a focused interview method (we used a quality strategy). The respondents were university professors aged from 58 to 64 years old (women and men, respectively, of pre-retirement age). The study has a goal to collect preliminary primary information on the problem of social adaptation of teachers of pre-retirement age working at universities. Respondents are much more worried about the difficulties of adapting to the status of a “teacher of pre-retirement age” than to the changes in their health status; the majority of respondents would like to continue their professional activities at retirement age. The potential for human resources development in the higher education system lies in successful social and professional adaptation and cooperation of teachers with different teaching experience.    

scholarly journals Specificity of social adaptation of university teachers approaching retirement age

2020 ◽  
pp. 124-130
Author(s):  
D.V. Fedosyuk
Keyword(s):  
Age Groups ◽  
Teaching Experience ◽  
Research Problem ◽  
Psychological Climate ◽  
Social Adaptation ◽  
Teaching Staff ◽  
Retirement Age ◽  
Higher Education System ◽  
University Teachers ◽  
Professional Activities

The article presents a sociological analysis of a topical research problem related to the study of the specifics of social adaptation of university teachers of pre-retirement age. A focused interview method was used (a qualitative strategy was used). The respondents were university professors aged 58 to 64 (women and men, respectively, of pre-retirement age). The research was of a pilot nature; it pursued the goal of collecting preliminary primary information on the problem of social adaptation of teachers of pre-retirement age working in higher educational institutions. As a result of the study, the following results were achieved: respondents are much more concerned about the difficulties of adapting to the status of a «teacher of pre-retirement age» than to the changes in their health status; the overwhelming majority of respondents would like to continue their professional activities when they reach retirement age; the main factor influencing the fulfillment of the obligatory scientometric indicators by teachers is a favorable moral and psychological climate in the work collective and cooperation between members of the teaching staff of different age groups. The potential of personnel development in the higher education system is, among other things, in the successful social and professional adaptation and cooperation of teachers with different teaching experience.

Factors of formation self-development abilities among university students

2019 ◽  
pp. 24-30
Author(s):  
Elena Molokanova
Keyword(s):  
Professional Education ◽  
Personal Characteristics ◽  
University Professors ◽  
Internal Factors ◽  
University Teachers ◽  
Professional Activities ◽  
Self Development ◽  
Technical University ◽  
Learning Factors ◽  
The University

We substantiate the necessity of the student’s self-development ability formation in the conditions of multi-level educational programs implementation in a technical university. We ana-lyze various pedagogical and psychological approaches to the formulation and use in the relevant sciences concept of “self-development of a personality”. We explain the choice of a scientific ap-proach, in which self-development is defined as the process of purposeful activity of a personality in continuous self-transformation, conscious management of your own development, choice of goals, ways and means of self-improvement corresponding to your own life values and attitudes. We define one of the main tasks of technical universities – the task of updating and managing students’ professional education, the result of which is an organically formed personality capable of self-development through self-education and self-upbringing. We formulate external factors (scientific, academic, informational, social and sports bases of the university; research and professional activities at the educational stage; upbringing work under the guidance of lecturers and supervisors; academic work under the guidance of lecturers) and internal factors (factors contributing to students’ self-learning; factors contributing to the self-realization of your own plans and ideas) affecting the readiness for self-development of the future engineer. We substantiate the main external factor – the factor of personal influence of university professors on students’ self-development. Personal characteristics of the main types of technical university teachers are highlighted. We analyze the views of various scientific schools scientists on the problem of lecturer’s personality influence on the formation of self-education and self-development abilities of students.

scholarly journals Interaction of Social Actors in Inclusive Higher Education: Ethical Risks and Barriers

2020 ◽  
Vol 19 (2) ◽  
pp. 48-55
Author(s):  
O.A. Anikeeva ◽  
◽  
O.O. Afanasyeva ◽  
A.V. Karpunina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Process ◽  
Social Adaptation ◽  
Modern World ◽  
University Professors ◽  
Social Actors ◽  
Professional Activities ◽  
Teachers And Students

the inclusion of people with disabilities in professional activities through inclusive higher education has become a necessity of the modern world. The effectiveness of interactions between different social groups during the educational process is largely due to the level of ethics in the relationships of the subjects. The authors investigated the grounds for inclusion in higher education, its ethical risks and barriers, the readiness of teachers and students to interact in the educational process. The leading theoretical approach was the concepts of inclusion and the social concept of disability, which make it possible to comprehensively consider the issues of socialization and social adaptation of young people with disabilities, including in vocational guidance and professional adaptation. The study was conducted by interviewing students, interviewing university professors, social professionals working in universities. The article presents the results of the study: the problems of vocational and ethical interaction of students in inclusive education were identified, the readiness of teachers and students for inclusive education and the conditions for increasing its effectiveness were assessed. The results can help to improve inclusive education and social adaptation of youth with disabilities.

scholarly journals Professional Activity of a University Teacher: Personal Values and Temporal Perception

2020 ◽  
Vol 29 (7) ◽  
pp. 144-155
Author(s):  
N. B. Moskvina ◽  
B. E. Fishman
Keyword(s):  
Pairwise Comparison ◽  
Professional Activity ◽  
Time Cost ◽  
University Teachers ◽  
Professional Activities ◽  
Time Costs ◽  
Personal Significance ◽  
Potential Source ◽  
The Status ◽  
New Interpretation

The purpose of the article is to actualize the problems of personality values and senses in university teachers’ professional activities. The authors present and substantiate the methodology for identifying the relation between personal significance for teachers of various aspects of their professional activities and time costs for the implementation of these aspects (components). The methodology is based on their pairwise comparison. This comparison is carried out first by the criterion of the significance of these aspects, and after 1-2 weeks – by the criterion of their time cost. Based on their own work as well as other studies, the authors identify three of the most timeconsuming aspects of teachers’ activity: the preparation and conducting of lessons and lectures; scientific products creation; work with documents. It is confirmed that the preparation and conducting of lessons and lectures as well as the preparation of various plans, programs, reports, etc. are the dominant components of university teachers’ activity. The disparity between the personal significance and time costs is the smallest if it concerns preparation of lessons. In this case, the time cost is compensated by understanding of its importance. As for work with documents, such compensation does not exist here. So, it turns into a potential source of internal tensions and conflicts. The component “creation of scientific products” is quite contradictory: time costs for it subjectively seem quite large while this component is perceived as not high significant. This is consistent with other studies that show that this aspect of activity often turns out to be formally motivated, not related to serious scientific research. In the article, the situation, empirically recognized by many authors, gets a fundamentally new interpretation, as the temporal parameter acquires the status of value. The authors propose to consider time costs in relation to various aspects of university teachers’ activities in this particular context.

scholarly journals SYNCHRONOUS AND ASYNCHRONOUS FORMS OF ACCOMPANIMENT OF REMOTE PROJECTS AND COURSES

2021 ◽  
pp. 103-113
Author(s):  
Мухит Азатович Азыбаев ◽  
Анатолий Алексеевич Веряев ◽  
Алексей Александрович Ушаков
Keyword(s):  
Teaching Experience ◽  
Asynchronous Communication ◽  
Educational Process ◽  
Online Support ◽  
Educational Organizations ◽  
Professional Activities ◽  
Ict Implementation ◽  
E Learning ◽  
Distance Courses ◽  
Ict Competencies

Предлагается анализ феноменов дистанционного и электронного обучения. Представлены этапы становления технологии дистанционно организованного учебного процесса. Анализируется уровень сформированности ИКТ-компетенций учителей, студентов педагогических вузов, обучающихся общеобразовательных организаций. Рассмотрены вопросы оперативного (онлайн) и отложенного во времени (офлайн) сопровождения деятельности педагогов, связанной с проведением и участием в ИКТ-проектах в рамках собственной профессиональной деятельности. Работа основана на реальном опыте осуществления проектов на территории Алтайского края в 2012–2018 гг. Описывается опыт сопровождения проектов и курсов по формированию ИКТ-компетенций, в том числе моделей организации оперативного консультирования учителей средствами чат-ботов, специализированных групп в социальных сетях, сайтов с форумами и др. Рассмотрены вопросы онлайн-сопровождения офлайн-организованного учебного процесса студентов, что соответствует осуществлению и поддержке какого-либо предметного курса обучения. Материал базируется на опыте преподавания в период локдауна, связанного с пандемией новой коронавирусной инфекции. Введены понятия вертикально и горизонтально организованной распределенной поддержки, рассмотрены различные способы и методы ее осуществления. Описывается авторская технология организации дистанционных курсов повышения квалификации учителей по тематике внедрения ИКТ в образовательный процесс. Указывается, что при организации сопровождения дистанционных и очно-дистанционных проектов и курсов наиболее оптимальным является использование комбинации синхронного и асинхронного вида коммуникации. The article offers an analysis of the phenomena of distance and e-learning, presents the stages of the formation of the technology of the distance-organized educational process. The level of formation of ICT competencies of teachers, students of pedagogical universities, students of general educational organizations is analyzed. The issues of operational “online” and delayed “offline” support of teachers’ activities related to the implementation and participation in ICT projects within the framework of their own professional activities are considered. The work is based on real experience in implementing projects on the territory of the Altai Territory (2012–2018), including the experience of supporting projects and courses on the formation of ICT competencies, including models for organizing operational counseling for teachers using chat bots, specialized groups in social networks, sites with forums, etc. The issues of online support of the offline organized educational process of students are considered, which corresponds to the implementation and support of any subject course of study. This material is based on teaching experience during the quarantine period associated with the coronavirus epidemic. The article introduces the concepts of vertically and horizontally organized distributed support, discusses various ways and methods of implementing this support. The author’s technology of organizing distance courses for advanced training of teachers on the topic of ICT implementation in the educational process is described. It is indicated that when organizing support for remote and intramural-distance projects and courses, the most optimal is the use of a combination of synchronous and asynchronous communication.

scholarly journals Soft Skills of American University Teachers: Self-Concept

2021 ◽  
Vol 13 (22) ◽  
pp. 12397
Author(s):  
Pablo Fernández-Arias ◽  
Álvaro Antón-Sancho ◽  
Diego Vergara ◽  
Amelia Barrientos
Keyword(s):  
Soft Skills ◽  
Teaching Experience ◽  
Geographic Area ◽  
Optimal Level ◽  
Self Concept ◽  
Educational Model ◽  
American University ◽  
University Teachers ◽  
Hard Skills ◽  
Age Range

Today, soft skills (transversal competencies) are increasingly appreciated by employers as essential skills for professional success. Likewise, these competencies are necessary to be able to operate as individuals in today’s society. In view of this situation, in the future post-COVID-19 educational model it is necessary to design training programs that promote both hard skills (specific competencies) and soft skills. This fact brings to the table the need for university teachers to have an optimal level of soft skills so that their students can acquire them. Given this situation, this paper aims to analyze the degree of acquisition of this type of competencies in American university teachers from different regions: (i) North America; (ii) Central America, and (iii) Southern Cone. To achieve this objective, it has been necessary to develop a questionnaire on the self-concept of soft skills, based on several variables: (i) gender, (ii) age range, (iii) geographic area, (iv) area of knowledge, (v) years of teaching experience, and (vi) university tenure (public-private). The questionnaire developed was based on the soft skills included in the Bochum Inventory of Personality and Competences (BIP). Results, obtained by descriptive and inferential statistical analysis of the means and deviations of the data collected from a sample of 473 participants, reflect that, in general, the American university teachers have a high self-concept about their degree of soft skills development. Although results show significant differences depending on each variable considered in this study, it can be suggested that the American university teachers are prepared to face a mixed university educational model, which promotes equally both hard skills and soft skills.

scholarly journals MAIN PROBLEMS OF TRANSITION OF UNIVERSITIES TO REMOTE LEARNING UNDER MODERN CONDITIONS OF FUNCTIONING

2020 ◽  
pp. 52-57
Author(s):  
Т. Р. Магомаев
Keyword(s):  
Distance Learning ◽  
Negative Impact ◽  
Educational Institution ◽  
Educational Process ◽  
High Quality ◽  
Higher Education System ◽  
Professional Activities ◽  
Wide Range ◽  
Information And Communication ◽  
The Moment

В современных условиях функционирования системы высшего образования целью внедрения дистанционного обучения является организация качественного учебно-воспитательного процесса «на расстоянии» с использованием новейших информационно-коммуникационных средств и открытым доступом к образовательным ресурсам. Именно такая форма обучения может быстро адаптироваться к требованиям информационного общества и подготовить будущего специалиста к вызовам цифровой среды. В сочетании с традиционными формами, дистанционное образование в высшем учебном заведении может предоставить широкий спектр образовательных услуг как для абитуриентов и студентов для приобретения необходимых навыков и умений для будущей профессиональной деятельности, так и для преподавателей с целью повышения квалификации. На данный момент основными проблемами внедрения качественного свободного образовательного пространства является отсутствие технической и финансовой поддержки, законодательной основы дистанционного обучения, и это является ведущим фактором сдерживания развития технологий в вузе. Отсутствуют специально подготовленные к работе в дистанционном режиме квалифицированные преподаватели. Однако, учитывая готовность вузов осуществлять обучение преподавателей для работы в дистанционном режиме, негативное влияние этого фактора в ближайшее время может быть устранено. При условии решения вышеописанных проблем будет создано эффективное дистанционное обучение, которое всесторонне раскроет потенциал студента, учитывая как индивидуальные, так и общечеловеческие потребности. In modern conditions of functioning of the higher education system, the goal of introducing distance learning is to organize a high-quality educational process “at a distance” using the latest information and communication tools and open access to educational resources. It is this form of training that can quickly adapt to the requirements of the information society and prepare the future specialist for the challenges of the digital environment. In combination with traditional forms, distance education in a higher educational institution can provide a wide range of educational services for both applicants and students to acquire the necessary skills for future professional activities, and for teachers to improve their skills. At the moment, the main problems in introducing high-quality free educational space is the lack of technical and financial support, the legislative basis of distance learning, and this is a leading factor in curbing the development of technology at the university. There are no qualified teachers specially prepared for working in remote mode. However, given the willingness of universities to train teachers to work remotely, the negative impact of this factor in the near future can be eliminated. Subject to the solution of the above problems, an effective distance learning will be created that will comprehensively reveal the student’s potential, taking into account both individual and universal needs.

scholarly journals The teacher’s main competencies in modern higher education

2019 ◽  
Vol 3 (I) ◽  
pp. 30-42
Author(s):  
Надія СМОЛІКЕВИЧ
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Social Constructivism ◽  
Teaching And Learning ◽  
Active Role ◽  
Teaching Staff ◽  
Creative Potential ◽  
Higher Education System ◽  
Professional Activities ◽  
Teachers And Students

The article has analyzed the problems of teaching and learning at a higher educational establishment, reveals the specifics of the teacher's professional activities, the components of his or her teaching skills and deals with the issue on the necessary competencies of the teacher to provide a favorable and successful learning environment for diverse students. The emphasis has been concentrated on the specifics of teaching, research and professional development of the teaching staff, etc. It has also been emphasized the importance of creating the appropriate conditions for the full realization of the creative potential of teachers, ensuring their professional development, etc. The important characteristics of a favorable university environment have been singled out. It has been noted that teachers and students should be free in scientific research, study, evaluation, accumulation of new knowledge and its understanding. The main tasks, professional abilities and responsibilities of teachers in the global educational environment have been identified in order to help recipients of academic services to succeed in the adaptation and academic process. The successful experience of the American centers of pedagogical skill has been described in order to borrow it by the higher education system of Ukraine to ensure the development of the professional and creative potential of the teaching staff of universities. The main competencies of teachers have been determined and described, because they are necessary for providing high-quality educational services based on the educational philosophy of social-constructivism and postmodernism, which support an active role of students, social interaction and diversity in the class.

scholarly journals Disabled consumers in solidary private law

2020 ◽  
Vol 48 (2) ◽  
Author(s):  
Lúcia Souza d'Aquino ◽  
Guilherme Mucelin
Keyword(s):  
Human Rights ◽  
Consumer Protection ◽  
People With Disabilities ◽  
Research Problem ◽  
Private Law ◽  
Consumer Market ◽  
Persons With Disabilities ◽  
The Disabled ◽  
The Status

This work analyzes the evolution of private law, centered on individualism and totalizing codification, towards private law of solidarity, centered on solidarism, which valorizes the person before his particularities and his laws of protection. Thus, with the strengthening of constitutional principles and human rights, the disabled person is described, as a consumer, as hypervulnerable, worthy of specific protection, which will only be effective with the dialogue between the Consumer Protection Code and the Status of the Disabled Person. The research problem centers on how to protect the disabled person as a consumer from the plurality of standards that affect this relationship, in particular the Consumer Protection Code and the Status of Persons with Disabilities. Using a hypothetical methodology, it is assumed that the dialogue of sources method is the appropriate means to effectively protect people with disabilities in the consumer market

scholarly journals Job Satisfaction Among Academicians in Nepal: The Influence of Institutional Sector and Demographic Factors

2021 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Bal Ram Chapagain
Keyword(s):  
Job Satisfaction ◽  
Demographic Factors ◽  
Teaching Experience ◽  
Educational Institutions ◽  
Extrinsic Factors ◽  
Intrinsic Factors ◽  
Academic Qualification ◽  
The Status ◽  
Institutional Sector ◽  
Satisfaction Measures

Considering the importance of job satisfaction in teaching, and the ongoing debate regarding the influence of various factors on job satisfaction, this study identifies the status of job satisfaction and examines the influence of institutional sector and demographic factors on job satisfaction among Nepalese academicians. The study sample comprised 156 academicians from different higher-level educational institutions in Nepal, and the data were collected through structured questionnaires. Descriptive statistics, independent-samples t-test, and one-way ANOVA test were used to analyze the data. Results showed that Nepalese academicians are moderately satisfied with their job, in which intrinsic factors appear stronger than extrinsic factors. The findings also demonstrated that the institutional sector, in favor of public institutions, and academic qualification influence job satisfaction but gender, age, and teaching experience do not influence job satisfaction of academicians. Widespread sampling framework, all-inclusive job satisfaction measures, and remarkable findings have made the study unique and potent.

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