SELF-DEVELOPMENT AND SELF-ACTUALIZATION OF TEACHERS IN PROFESSIONAL ACTIVITIES

2019 ◽  
pp. 10-30
Author(s):  
Elena Leonidovna Afanasenkova ◽  
Nataliya Nikolaevna Vasyagina
Keyword(s):  
Professional Activities ◽  
Self Development ◽  
Self Actualization

scholarly journals Choreography as the basis for the development of students' creative abilities

2021 ◽  
Vol 1 (118) ◽  
pp. 210-216
Author(s):  
Anna Y. Tikhonova ◽  
◽  
Aleksey A. Beshanov ◽  
Keyword(s):  
Creative Thinking ◽  
Creative Potential ◽  
Professional Activities ◽  
Specific Direction ◽  
Self Development ◽  
Self Actualization ◽  
Creative Abilities ◽  
Creative Self ◽  
Multicomponent Nature ◽  
General Creativity

The article considers the issues of studying and forming creative abilities as a scientific problem. Based on the analysis of scientific developments devoted to students’ creative abilities, it was determined that for the most part the professional and creative formation of a bachelor's personality is studied on the basis of a specific direction of training, quite often – on the basis of the analysis of the work of universities of culture and art, and pedagogical creativity in most cases – on the material of the pedagogical university. It was revealed that insufficient attention is paid by scientists to the analysis of the problems of educating creatively enthusiastic specialists in different areas of training, united by common projects, not always subordinate to future professional activities, but revealing internal individual resources, the creative potential of each and aimed at personal self-development. It was confirmed that the formation of creative abilities should be built on the desire for high achievements, and not on the motivation for the development of the student, while it is important to form such creative abilities that can be implemented in different fields of activity. The article provides a characteristic of general creative abilities and a hypothesis is put forward: the formation of general creative abilities of students is possible on the basis of non-core activities – choreography, in order later to show students the possibility of transferring the mastered skills of mastering general creative abilities to pedagogical activity. The article discusses the problem of using choreography as a means of forming general creative abilities, the multilevel and multicomponent nature of which has not been sufficiently studied. Researchers for the most part associate general creativity in choreographic activity with the development of creative thinking. The student choreographic collective isdefined as an open self-organizing system aimed at creative self-actualization and creative self-development of all its participants, regardless of the profile of training.

scholarly journals Integrative space of a pedagogical university as a qualitative resource for successful self-actualization of future teachers in a city context

2021 ◽  
Vol 98 ◽  
pp. 04009
Author(s):  
Aleksandr Makhinin ◽  
Tamara Kozlova ◽  
Irina Nesterova ◽  
Liliya Shamanina
Keyword(s):  
Additive Model ◽  
Integrated Model ◽  
University Management ◽  
Educational Organizations ◽  
Professional Activities ◽  
Self Development ◽  
Self Actualization ◽  
Strategic Goals ◽  
Professional Self ◽  
The University

In the context of the unstable development of contemporary civilization, attempts to consolidate efforts among the pedagogical community to ensure the proper quality of education in the 21st century are becoming more and more relevant. It seems that the solution to such an urgent problem is feasible by developing an additive integrated model of pedagogical management based on the implementation of the integrative educational space of a pedagogical university (hereinafter – IESPU). According to the authors, the emergence and constant reproduction of relationships between the administration and employees of educational organizations of higher education to achieve the strategic goals of the university should become the main goal of developing such a pedagogical university management model. The methodological basis for the development and implementation of an additively integrated model of pedagogical management is the integrative and spatial approaches that determine the feasibility of designing IESPU and allowing providing access to the formation of teachers’ subjectivity in their own professional activities in the context of continuous personal and professional self-development. The authors consider it appropriate to offer a certain set of areas, essential in their opinion, for planning and developing an additive model of pedagogical management in the context of designing and implementing IESPU, taking into account its qualitative, spatial-temporal, socially-determined, and scientifically-grounded parameters, as well as the urban environment in which pedagogical universities are located.

scholarly journals Epistemology and Ethics in Zhuangzi

Philosophies ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 58
Author(s):  
S. Evan Kreider
Keyword(s):  
Relevant Literature ◽  
Ethical Development ◽  
Self Development ◽  
Self Actualization ◽  
Self Knowledge ◽  
Epistemological Debate ◽  
Coherent Picture

On a prima facia reading, Zhuangzi seems to endorse some form of skepticism or relativism. This seems at odds with Zhuangzi as one of the two main sources of classical Daoism, considering the ideals of virtue and self-development promoted by that philosophy. However, Zhuangzi’s metaphorical and allegorical style lends itself to a number of interpretations of his epistemology, as well as the kind of self-knowledge and ethical development it might allow. A survey of the relevant literature shows that the epistemological debate is not easily solvable, but by narrowing the range of interpretations, a coherent picture of his ethics begins to emerge, one in which some form of knowledge, especially self-knowledge, is still possible, as is an ethics of self-actualization.

Modern professional educator: conditions and factors of its formation

2020 ◽  
pp. 79-88
Author(s):  
Nikolai Petrovich Senchenkov
Keyword(s):  
Personal Characteristics ◽  
Internal Factors ◽  
Personal Traits ◽  
High Productivity ◽  
Professional Activities ◽  
Self Development ◽  
Professional Educator ◽  
Higher Institution ◽  
Personal Qualities ◽  
Social Orders

The article analyzes the view of a number of Russian scientists (V. A. Slastenin, A. Ya. Savelyev, A. A. Verbitsky etc.) on the problem of pedagogical professionalism as a system of stable personal traits, ensuring high productivity and effciency of work aimed to form individual students competencies. The external and internal factors for the formation of a modern professional teacher are also determined: state and social orders for a competent teacher, an educator, a teacher of a higher institution, their personal characteristics and desire to develop. It is noted that as a result of self-development, teachers realize the needs for the development of such personal qualities and competencies, which guarantee them high results in their professional activities and success in life.

scholarly journals Development of existential aspects of professional competence of penitentiary system prospective employees

2017 ◽  
Vol 6 (2) ◽  
pp. 248-252
Author(s):  
Svetlana Alexandrovna Tarasova
Keyword(s):  
Professional Competence ◽  
Meaning Of Life ◽  
Professional Activity ◽  
Penal System ◽  
Educational Work ◽  
Professional Activities ◽  
Self Development ◽  
Difficult Situations ◽  
Spiritual Resource

The paper discusses the problem of professional competence of penitentiary system employees. The author says that employees of the penal system should be ready for the challenges of the vital and professional way. The author defines existential aspect as part of holistic professional competence. Existential setting is included in the existential aspect of professional competence. Existential setting is defined as readiness of a future specialist for self-development and self-improvement. Existential setting is a spiritual resource of a person. Existential setting helps to maintain interest in the professional activity of penitentiary system employee in difficult situations. Existential setting is formed in the process of reflection development. The paper considers forms of educational work: existential dialogue, essays, solution of situational problems. The author gives a brief description of these forms of work and specific examples. The paper contains indicators of effectiveness: students interest in the spiritual side of life as well as in problems of the meaning of life and professional activities.

scholarly journals The model of development of a professional competence of future teachers on the basis of a personality-centered approach

2021 ◽  
Vol 113 ◽  
pp. 00012
Author(s):  
L.I. Abbasova
Keyword(s):  
Professional Competence ◽  
The Self ◽  
Future Teacher ◽  
Practical Training ◽  
Future Teachers ◽  
Interactive Technologies ◽  
Self Development ◽  
Self Actualization ◽  
Inner World ◽  
Definition Of

The article describes specific features of the development of professional competence of future teachers. The development of the professional competence of future teachers on the basis of the personality-centered approach is aimed at changing personal readiness for the process of implementing their future professional and pedagogical activities. Different views of scientists on the definition of “professional competence” are considered. The model of developing personal and professional competence of future teachers is presented, which consists of four components: target; content-organizational; diagnostic and reflexive-prognostic component. The main forms of work with students within the framework of the presented model are interactive technologies for conducting classes, consisting of four components: target; content-organizational; by means of facilitating the processes of self-actualization and self-development, etc. An important role is given to individual work with students, pedagogical support in building individual routes for each future teacher. Independent activity presupposes work on one's own personality, with one’s own inner world for the purpose of self-improvement and use of the Self-Observation Diary. The knowledge and experience gained are further implemented as a result of practical training of students at the bases of specialized organizations. The results of experimental activities on the implementation of the model of development of professional competence of future teachers in practice are described.

The challenges of continuing professional development among academic staff during the COVID-19 pandemic in Ukraine

2021 ◽  
Vol 7 (3B) ◽  
pp. 79-89
Author(s):  
Yaroslava Belmaz ◽  
Oksana Horovenko ◽  
Liudmyla Bakhmat ◽  
Lesia Kalashnikova ◽  
Maryna Shevchenko
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Motivating Factors ◽  
Professional Activities ◽  
Professional Interest ◽  
Starting Point ◽  
Self Development ◽  
Research Questions

The research is focused on studying continuing professional development (CPD) of academic staff in Ukraine. The starting point is to analyze various definitions to describe the concept and defining skills crucial for CPD activities. To study various aspects of CPD, the questionnaire was created and made available from September to November, 2020. It was used to gather both quantitative and qualitative data to address the research questions, particularly the attitude, advantages, obstacles, etc. The findings of the study suggest that for most respondents CPD is a necessary component of professional activities indicating that the most motivating factors are self-development, self-improvement and professional interest. The respondents consider courses, internships, online seminars and webinars to be the most effective listing courses and conferences as the most often chosen ways of CPD. The majority of the surveyed noted that they had up to 10 hours of CPD during the quarantine in spring 2020 with focus on technical characteristics, forms and methods of online teaching.

Educational Environment as a Pedagogical Condition for the Successful Training

2021 ◽  
pp. 90-98
Author(s):  
Denis Valerevich Vilisov ◽  
Keyword(s):  
Educational Environment ◽  
Professional Culture ◽  
Professional Activity ◽  
High Quality ◽  
Educational Organization ◽  
Cultural Space ◽  
Specific Content ◽  
Professional Activities ◽  
Self Actualization ◽  
Effectiveness Of Training

Introduction. The educational environment is a cultural space open for the formation of a future specialist in his professional culture. However, to improve the effectiveness of training cadets, pedagogical conditions are needed that adapt training technologies to the realities of a modern military educational organization of higher education (hereinafter VOOVO). At present, training technologies have been developed and introduced for cadets who are able to function in the interests of the defense and security of the state, as well as to ensure the rule of law and law and order in the Russian Federation. However, the professional qualification of a modern officer requires the modernization of his knowledge, including on the basis of self-education, self-organization and self-actualization of existing experience. The purpose of the article is to identify pedagogical conditions conducive to the high-quality mastering of automobile technology by cadets by means of successfully solving situational problems, which, firstly, consolidate the skills of driving a car, secondly, form the reflexive abilities of introspection of the difficulties arising in this case, and thirdly, create a communicative environment, contributing to the comprehension of the service-combat mission by all participants in military-professional activity. Research methodology and methods. The study presents the structure of the educational environment of the modern VOOVO as a pedagogical condition conducive to the successful mastering of the discipline “Automotive training” by cadets. This structure was obtained through the analysis of existing ideas about the educational environment as a cultural space for the formation of a future specialist. However, the article takes into account the features of both a military educational organization and the specific content of the subject “Automotive training”. Research results. The following structural components of the educational environment have been identified, which represent a pedagogical condition for the success of training cadets to drive combat vehicles and cars. In conclusion, it is concluded that the empirical data basically confirmed that the pedagogical conditions developed in the study became effective in teaching cadets to drive cars. It was these conditions that organized the educational environment as part of the cultural space of the modern VOOVO, open both in content and organizational terms for the formation of a future specialist in his professional culture. Among the main ones, we identified pedagogical conditions that contribute to the high-quality mastering of automobile equipment by cadets by means of successfully solving situational tasks, which consolidate the skills of driving a car, form the reflexive abilities of introspection of the difficulties arising in this case, create a communicative environment that contributes to the comprehension of the service-combat task by all participants in military-professional activities.

The journey into a New me: Narratives of self-development and community revitalization among first-generation, Latinx, adult graduate students

2020 ◽  
pp. 147797142091391
Author(s):  
Virginia Montero-Hernandez ◽  
Steven Drouin
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Graduate Education ◽  
First Generation ◽  
Community Revitalization ◽  
Life Trajectories ◽  
Self Development ◽  
Self Actualization ◽  
Service Oriented ◽  
Life Journey

This study explores the narratives of first-generation, Latinx graduate students whose parents emigrated from Mexico. We aimed to understand the life trajectories of six participants, particularly the ways in which they made sense of graduate education (MA and EdD) as part of their personal journeys, identity and practice as educators. Focus groups and image elicitation techniques allowed us to learn from our participants. Participants’ narratives about their life journey were our unit of analysis. Our results suggest that participants pursued graduate school as a tool to engage in self-actualization and to revitalize their families and communities. Central to our findings is the role that trauma played in the approach they used to engage in graduate education. Trauma worked as a catalyser to seek transformative learning experiences that could help them not only expand their selves but also the community where they serve. Students’ re-framing of personal trauma encouraged them to persist in graduate education and consolidate their service-oriented missions.

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

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