scholarly journals PROCEDURAL MODEL OF MULTIDISCIPLINARY UNIVERSITY TEACHER PROFESSIONAL COMPETENCIES DEVELOPMENT

2021 ◽  
Vol 229 ◽  
pp. 56-63
Author(s):  
N.I. Kobseva ◽  
Keyword(s):  
Professional Competence ◽  
School Teacher ◽  
Educational Institution ◽  
Theoretical Research ◽  
Professional Competencies ◽  
Modern World ◽  
Teaching Staff ◽  
Education Management ◽  
Research Activities ◽  
The Individual

Currently, the main activity of the University is to meet the needs of the individual in knowledge, knowledge acquires the status of an “independent value” that allows it to adapt and function successfully in the modern world. This requires proper personnel support, development and implementation of a targeted program for creating teaching staff, including modern forms of management of the development of professional competencies of teachers of higher education institutions. The aim of the research is to develop a procedural model for the development of professional competencies of a teacher at a multidisciplinary University. The experience of numerous practices and observations allowed me to say that the professional competence of a teacher is formed based on the directions of his activity, provided that knowledge is updated, the development of value-motivational orientations of the teacher’s personality and the activation of research activities. Under the professional competencies of a University teacher, I see an integrative system of values, personal qualities, professional orientations, motivational activity, abilities, and a set of knowledge aimed at achieving a high-quality result of a teacher’s multifunctional activities (educational, educational, methodical, tutoring, scientific, administrative, social, and managerial). Based on my theoretical research, I have constructed a procedural model for the development of professional competencies of a teacher at a multidisciplinary University. The model is developed taking into account the key clusters of professional competencies of the teacher in the context of the main activities of the formation of personnel policy and strategic development of the educational institution. Summarizing the results of the research, I came to the conclusion that the implementation of the competence model contributes to the implementation of the main goals of continuous professional development of a higher school teacher in the context of education management and the achievement of the final quality result of his activity — a professional, competitive, in-demand University graduate. In my opinion, the development of professional competencies of teachers is focused on the quality of students ‘ education, which is one of the most important indicators of not only the accreditation of an educational institution, but also its image.

scholarly journals INNOVATIVE CONDITIONS OF THE TEACHER’S IMAGE IN THE HIGHER EDUCATION

2020 ◽  
Vol 6(72) (3) ◽  
pp. 32-38
Author(s):  
E. Yu. Shavardova
Keyword(s):  
School Teacher ◽  
Educational Institution ◽  
High School Teacher ◽  
Necessary Condition ◽  
Modern World ◽  
Professional Activity ◽  
Positive Image ◽  
Personal Qualities ◽  
Professional Image ◽  
The Individual

The article highlights the issues of implementing innovative educational technologies as a way to develop professionalism and pedagogical skills of a teacher of an educational institution. Based on the results of the analysis, the key characteristics of the image of a modern high school teacher are considered, the features of structuring the personal image of a teacher are described, and recommendations are given on the technology for developing a positive image. The study of this problem will allow you to clearly present the existing picture and conduct a deep analysis of the situation, which contributes to the selection of tools for the formation of innovative components of the image of the teacher. Today, the success of any representative or public activity requires a positive image. Since the teacher is always visible, he must take care of his image. The formation of the image of a teacher begins with the first impression created by the features of the style of clothing, facial expressions, gestures, and speech. External characteristics should be supported by internal personal qualities: General erudition, life goals and attitudes, attitude to people around you and events. Image determines the self-realization of the individual: for the teacher, it serves as an indicator of recognition from society, evaluation and attitude of others. The stages of managing the formation of the teacher’s image include: studying public opinion about the profession, clarifying the preferences of consumers of educational services, broadcasting a positive image of the teacher, supporting positively colored, emotionally attractive components of the image. Professionally significant personal qualities of the teacher, which characterize the intellectual and emotional-volitional sphere of the individual, significantly affect the result of professional activity. Professional image is a tool of pedagogical influence and a condition for successful professional activity. This is a requirement of a market economy. In the modern world, a teacher must be competitive. Often, the teacher remains unclaimed because of an incorrectly projected image in the minds of others. It is no longer enough to be just a high -class professional. Professional image is a necessary condition for successful professional activity. The role of this work is to formulate a number of ideas about the image of the teacher, contributing to their effective promotion in a competitive environment.

scholarly journals PROBLEMS OF PATRIOTIC EDUCATION OF STUDENTS IN A HIGHER MEDICAL EDUCATIONAL INSTITUTION IN THE MODERN WORLD

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
E.S LITVINOVA ◽  
◽  
A.V KHARCHENKO ◽  
Keyword(s):  
Role Models ◽  
Educational Institution ◽  
Educational Process ◽  
Modern World ◽  
Teaching Staff ◽  
Higher Education System ◽  
Patriotic Education ◽  
Younger Generation ◽  
The Many ◽  
The Individual

At present, one of the priority directions in the higher education system is the fostering of patriotism among the younger generation of their homeland. It is the emergence and formation of patriotic feelings that sets new goals for teachers of educational institutions both on a regional and national scale. Among the many tasks of patriotic education, one can single out the main ones that require implementation in the framework of the interaction of information and analytical structures between students and government bodies through the introduction of various legislative acts. Having determined the goals and objectives, it is easy to build a certain algorithm of actions, structure or stages of activities necessary to form the civic position of the individual. However, at present, there are problems of various levels in the educational process of the formation of patriotic values of youth. Patriotism is also an indispensable condition for the formation of personality, an important component of the modern life of society. Without ideals and role models, without a sense of pride and dignity, love for their country, any society will inevitably come to moral decline and self-destruction. Only joint efforts of the family, the teaching staff and the state in matters of upbringing the younger generation will be able to ensure the full development of the individual with a clear civic position.

scholarly journals THE HIGHER SCHOOL TEACHER'S IMAGE AS A COMPONENT OF PROFESSIONAL AND PEDAGOGICAL CULTURE

2020 ◽  
pp. 27-31
Author(s):  
N. Kuzmenko ◽  
G. Varvaretska
Keyword(s):  
Higher Education ◽  
High School ◽  
Professional Competence ◽  
School Teacher ◽  
Educational Institution ◽  
High School Teacher ◽  
Education Institution ◽  
Public Image ◽  
Teaching Staff ◽  
Positive Image

The article points out that the modern tendencies of education are the modernization of it's content, forms and methods, development and testing of new educational and psychological technologies, the emergence of new types of educational institutions. These changes, in turn, depend on require the constant work of the head of the educational institution over the image of their institution, their own image and the reputation of research and teaching staff. The article deals with the most important components without which the formation of a positive image of a high school teacher is not possible. It was revealed that one of the factors for creating a positive image of the future specialist is the educational environment of the higher education institution and, in particular, the influence of the teaching staff. The role of the teacher's image in the formation of students' professional and personal qualities was analyzed. The essence of the concept of pedagogical image, its formation and development, functions of image, structure of personal image are determined. These include, in particular, professional competence, universal values, moral standards, managerial culture and technology of self-presentation. The article provides examples of the influence of the teacher's appearance on the level of information assimilation by students. The connection between the components of the image and the components of the teacher's pedagogical skill of the institution of higher education was established, the interdependence of teacher's positive image and his or her humanistic orientation was determined. The ways of formation teacher's positive image and development of pedagogical skill are outlined. The types of public image are defined, kinetic and speech image are characterized. The article substantiates that the teacher's positive pedagogical image is able to promote the rise of the efficiency of pedagogical activity and is able to shape the style of social behavior of the high school teacher. Research on this problem and recent publications of domestic and foreign scientists are analyzed.

scholarly journals Self-regulation as a way to prevent professional burnout of teachers of higher education institutions

2021 ◽  
Vol 113 ◽  
pp. 00086
Author(s):  
I.F. Timerbulatov ◽  
I.R. Khabibullina ◽  
G.F. Tulitbaeva
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Working Conditions ◽  
School Teacher ◽  
Educational Institution ◽  
Self Regulation ◽  
Professional Burnout ◽  
Educational Work ◽  
The Individual ◽  
Individual Style

This article is devoted to the study of the issues of identifying the optimal working conditions of a teacher of a higher educational institution and the significant characteristics of the style of his activity (in particular, the peculiarities of the style of self-regulation) allows us to identify the factors that prevent the development of professional burnout. The significance of the work also lies in the possibility of using the results of the study both in the process of preventing professional burnout of teachers, and in conducting scientific research on such topics. The research materials can become the basis for educational work. In this regard, an experimental study is becoming relevant, the purpose of which is to study the influence of professional burnout on the individual style of pedagogical activity of a higher school teacher.

scholarly journals Empirical Study of Organizational Culture Development of the Pedagogical Staff of the Vocational Educational Institution

2020 ◽  
pp. 214-231
Author(s):  
Tetiana Petrivna Polishchuk
Keyword(s):  
Organizational Culture ◽  
Interpersonal Relationships ◽  
Experimental Testing ◽  
Educational Institution ◽  
Teaching Staff ◽  
Positive Trend ◽  
Innovative Methods ◽  
The Status ◽  
The Individual ◽  
Culture Development

The aim of the article is to prove the organization and experimental testing results of the effectiveness of innovative methods of organizational culture development among the teaching staff of the vocational (vocational and technical) educational institution (V(VT)EI) of agricultural profile. The author characterises the interaction of the individual with society, the internal interaction of teachers, the interaction between managers and subordinates, resulting in the formation and development of teaching staff’s organizational culture. The analysis of the facts obtained in the course of the research ascertaining stage regarding the status of organizational culture of V(VT)EI, that is, participants of the experiment, is under focus. The level of teaching staff’s awareness of the mission, strategy, objectives, values, features of organizational culture of this category is clarified and described. The values that are formed by the professional experience and meet the interests of teachers are under emphasis. The specificities of the priority values of pedagogical collectives are revealed and their correlation with the values of the Ukrainian society, as well as with the European values, are clarified. The main result of this study is a positive trend in the organizational culture development among the teaching staff of vocational (vocational and technical) educational institution of agricultural profile by all parameters demonstrated by a comparative analysis of the data obtained before the experiment and after the introduction of innovative methods. A clear example of this is the increase in the efficiency of the experimental V(VT)EI of the agricultural profile in areas such as the development of teachers' ability to carry out socially significant activities and to realize the intellectual potential, stability and unity of interpersonal relationships and interactions, which ensures the stability of the team, the coherence of intra-group interests. Conclusions: 1. Based on values, organizational culture of the teaching staff promotes the interaction of the individual with society, pedagogical interaction between team members, between managers and subordinates, resulting in the formation and development of organizational culture of the teaching staff V(VT)EI of the agricultural profile. 2. The methods and technics developed and used in the course of the pedagogical experiment to study the status of organizational culture awareness by teachers can contribute to solution of managerial problems by the heads of the V(VT)EI.

scholarly journals Conceptual Support of the Modern Educational Process

2021 ◽  
Vol 110 ◽  
pp. 02010
Author(s):  
Svetlana Popova ◽  
Elena Kokoreva ◽  
Konstantin Kirsanov
Keyword(s):  
Educational Institution ◽  
External Environment ◽  
Educational Process ◽  
Psychological Support ◽  
Educational Systems ◽  
High Quality ◽  
Research Competence ◽  
Research Activities ◽  
The Individual ◽  
Dimension One

The article discusses the conceptual directions of the development of education: all-age and continuous. Two interrelated basic tendencies of all-age education have been identified. The authors considered the specificity of educational concepts in different countries of the world. Depending on the level of embeddedness of research competence in the activity, a morphological five-aspect classification is proposed. The following aspects of the division were identified as independent: mental orientation of the individual to the implementation of research activities; own (individual) motivational apparatus that stimulates a person to carry out research activities; the level of requirements and the presence of high-quality psychological support of the close external environment for the formation of acquired properties (signs) in a person for the implementation of expedient research activities; the level of requirements and the presence of high-quality psychological support of the distant external environment for the formation of acquired properties (signs) in a person for the implementation of expedient research activities; the presence of a methodological and informational apparatus in an educational institution for identifying congenital and acquired personality inclinations to research activities. The system of research competence for a specific educational institution, including various aspects of its functioning, is presented by the authors in a code dimension (one of the basic requirements of the digital economy). A sequence of development of a code portrait is proposed, which allows the entire set of educational institutions to be divided according to the level of the state of the system of research competence, which gives the management apparatus of the university a powerful mechanism for the formation of acquired properties (attributes) in a person to carry out expedient research activities (creating the necessary volume and focus of research competence of students and trainees). Based on the proposed methodology, a comparison was made between two educational systems: domestic (Russian) and foreign (American).

scholarly journals IMPLEMENTATION OF THE RIGHT TO TEACHER’S ACADEMIC FREEDOM IN THE EDUCATIONAL SYSTEM OF UKRAINE

2020 ◽  
pp. 65-71
Author(s):  
Tetiana Motuz
Keyword(s):  
Academic Freedom ◽  
School Teacher ◽  
Educational Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Research Education ◽  
National Education ◽  
Collective Interest ◽  
The Individual ◽  
The Right

The article analyzes the phenomenon of academic freedom of teachers in the context of democratization of the educational process. It is proved that the academic freedom of the general secondary school teacher is the basic principle of modern educational reform in Ukraine. Academic freedom of the teacher implies freedom and independence in the issues of teaching, research, education (advanced training). It is substantiated that the intensification of the implementation of the principles of academic freedom in the practice of teacher work is connected with the processes of the bureaucratization of national education (2014 – present), as well as the implementation of the Concept of the New Ukrainian School (2016). Among the key components of the New Ukrainian School is a motivated teacher who «has the freedom of creativity and develops professionally». The concept also emphasizes the interconnection of academic freedom of the teacher with real institution autonomy and decentralization of management, and the New Ukrainian School can be successful in effectively combining these two components. An important direction of the state policy on ensuring the freedom of professional activity of teachers, democratization of the management of the educational process was the process of debureaucratization, which began in 2014 and envisaged the release of pedagogical staff from reporting, not stipulated by the legislation, as well as the ability to independently choose information resources, materials, materials teaching. In exercising the teacher’s right to academic freedom, there is a possible conflict of interest that arises between the individual teacher and the general staff of the educational institution, whose rights are exercised through a self-governing body – the pedagogical council. The resolution of the conflict between the right of the institution of education to academic autonomy and the right of the teacher to academic freedom depends on socio-political, economic factors, but, as a rule, public, collective interest prevails.

scholarly journals SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

2022 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
HRYHORIY TERESHCHUK ◽  
NATALIA LUPAK
Keyword(s):  
Personal Growth ◽  
Educational Institution ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
Modern World ◽  
Self Development ◽  
Educational Paradigm ◽  
The Individual ◽  
Key Aspects

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

scholarly journals Pedagogical Competence of the High School Teacher

2020 ◽  
Vol 9 (8) ◽  
pp. 84 ◽  
Author(s):  
Anastasiya Viktorovna Fakhrutdinova ◽  
Mayya Rashidovna Ziganshina ◽  
Veronika Alexandrovna Mendelson ◽  
Lyubov Grigorevna Chumarova
Keyword(s):  
Higher Education ◽  
High School ◽  
Professional Competence ◽  
Training Programs ◽  
Higher Education Institutions ◽  
School Teacher ◽  
High School Teacher ◽  
Optimal System ◽  
Professional Competencies ◽  
Pedagogical Competence

The need conditions the relevance of the article for the formation of higher education teachers’ pedagogical competence as the optimal system and purposeful work in this direction has not yet been formed. The goal of the article lies in the analysis of the study of the theoretical aspects of higher education teachers’ pedagogical competence and identifying the main types of professional competence. The leading approach to the study of this problem for the authors was their understanding of the concept of "competence", the distinction between the concepts of “qualification” and “competence”, as well as an understanding of the essence of higher school teacher’s pedagogical competence. The article presents a scheme of competencies of a higher school teacher, a distinction between key, subject and professional competencies. Taking into account the results of this study, it is possible to identify several scientific problems and promising areas that require further consideration: in particular, the development of new training programs for teachers of higher education institutions.

Kharkiv Art History School (1900s – early 2020s)

2021 ◽  
Vol 2021 (02) ◽  
pp. 55-70
Author(s):  
L. Sokolyuk ◽  
Keyword(s):  
20Th Century ◽  
Art History ◽  
Middle Eastern ◽  
Educational Institution ◽  
Soviet Period ◽  
Modern World ◽  
Scientific Center ◽  
Jewish Art ◽  
Research Activities ◽  
The City

The article attempts to outline the activity of Kharkiv art history school from the time of its formation in the 1900s to the present day. The author reveals the main directions of research of university art history in Kharkiv, as well as figures of museum institutions who were engaged in the study of topical problems of art before the outbreak of Stalinist terror, when Kharkiv art history school was completely destroyed, and its representatives were either shot (F. Shmit, P. Fomin, K. Slipko-Moskaltsiv) or sent into exile (S. Taranushenko, P. Zholtovsky, D. Gordeiev, O. Berladina). It is emphasized that none of them ever returned to Kharkiv. This became a serious obstacle in the restoration of the scientific art history school in the city. This process lasted for a very long time in comparison with other artistic centers, Kyiv and Lviv in particular. The article reveals the traditions of art history science in Kharkiv, laid down in the first third of the 20th century before its destruction in the Stalinist period. The author also shows the changes in the organization of research activities in modern conditions, when university art history has become a thing of the past, and the scientific center has moved to the higher art institution of the city, which became the Kharkiv Institute of Art and Industry (the Kharkiv State Academy of Design and Arts from 2001).The main directions of the development of art history in this higher educational institution of art in Kharkiv are revealed. It is shown that, first of all, Ukrainian studios were resumed as a separate direction and such an outstanding phenomenon of Ukrainian national art as M. Boichuk’s school, destroyed during the Stalinist repressions, was reconstructed. Separate pages about some figures of the glorious cohort of Ukrainian masters who, with their work, personified the bright and tragic era for the Ukrainian creative intelligentsia of the 1920s, namely artist-writer M. Zhuk as well as representatives of the avant-garde phenomenon in the artistic culture of the 20th century in Kharkiv (V. Yermilov, B. Kosarev, A. Petrytsky), were also revealed. Not only was the range of Oriental studies restored, but to some extent expanded, the study of Far and Middle Eastern art was introduced, and the study of Ukrainian art Judaica and Jewish art was brought to the wider modern world. In the Soviet period this was impossible due to the policy of the Soviet power. Ukrainian theater decoration art, Ukrainian school of art photography, contemporary art became new directions. The development of established traditions and deepening of the study of the sacred art and modern art forms are among the prospects for further directions.

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