scholarly journals CORRELATION OF ORGANIZATIONAL LOYALTY INDICATORS AND MOTIVATION OF SUBJECTS OF EDUCATIONAL AND PROFESSIONAL ACTIVITIES

2020 ◽  
pp. 59-68
Author(s):  
Асель Азилбековна Сарсенова ◽  
Наталья Андреевна Гончарова
Keyword(s):  
Empirical Study ◽  
Professional Competence ◽  
Professional Activities ◽  
Organizational Loyalty ◽  
Second Stage ◽  
The Third ◽  
Career Growth ◽  
The University ◽  
Positive Nature ◽  
Qualitative Changes

Рассматриваются результаты эмпирического исследования изменений показателей организационной лояльности лиц, обучающихся в вузе юридического профиля, выявленных за период с первого по третий курс. Выделяются и описываются основные характеристики лояльности, рассматриваются факторы, детерминирующие лояльное отношение персонала к организации. Приведен анализ выявленных взаимосвязей показателей организационной лояльности с показателями мотивации, позволивший установить существенное увеличение общего их количества в период второго этапа исследования и особенности качественных изменений. Сделаны выводы о положительном характере значимых корреляций с показателями мотивов удовлетворенности процессом и результатами труда, самореализации, карьерного роста и профессиональной компетентности в формировании лояльного отношения к организации. The results of an empirical study of changes in the organizational loyalty indicators of persons studying at the university of legal profile identified during the period from the first to the third year are considered. The main characteristics of loyalty are highlighted and described, factors that determine the loyalty of personnel to the organization are considered. Analysis of identified relationships of organizational loyalty indicators with motivation indicators is given, which made it possible to establish a significant increase in their total number during the second stage of the study and peculiarities of qualitative changes. Conclusions were drawn about the positive nature of significant correlations with indicators of motivation for satisfaction with the process and results of labor, self-realization, career growth and professional competence in the formation of loyal attitude to the organization.

scholarly journals Comparative analysis of cadets’ satisfaction with vocational training in departmental institute of the Federal Penitentiary Service of Russia

2016 ◽  
Vol 5 (2) ◽  
pp. 176-181
Author(s):  
Olga Vladimirovna Oshchepkova ◽  
Igor Vadimovich Popov
Keyword(s):  
Extracurricular Activities ◽  
Vocational Training ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activities ◽  
The Third ◽  
Positive Tendency ◽  
Direct Management

Satisfaction of students of higher educational institutions with their professional activities in todays reality is one of the key indicators which diagnoses the quality of specialists training and efficiency of professional competence development. Satisfaction assumes personal students inclusion in educational process which is inseparably linked with the personality relation to the quality of these or those objects, to living conditions and activity as well as to himself or herself. The assessment is the most important element of the emotional sphere of the person, emotions stimulate motivation to activity. We understand the integrated characteristic including motivational and emotional spheres of the personality as satisfaction. This estimated relations between trainers according to the activity which they carry out, its results and implementation conditions. Vocational training of cadets is carried out in specific conditions of their stay in barracks on the territory of departmental higher education institution. In the integrated characteristic of satisfaction of trainees vocational training included three criteria: satisfaction with the educational process; satisfaction with extracurricular activities; relationship satisfaction. The first criterion contains satisfaction: 1) organization of educational process; 2) level of teachers professionalism; 3) quality of teaching. We put satisfaction indicators into the second criterion: 1) organization of work of circles, sections and clubs; 2) organization of sports and mass actions; 3) organization of events which help to develop professional competence of a future officer of Penitentiary system. The third criterion assumes satisfaction with relations with teachers, with collective and the direct management. Questioning of the 2nd and the 5th year cadets of Samara Law Institute of the Federal Penitentiary Service of Russia showed that by the 5th course the positive tendency in a satisfaction assessment is found with vocational training. The criterion satisfaction with extracurricular activities needs a separate additional analysis, as by the 5th course the amount of students satisfied with circles, sections and clubs is less than a third of a total number of the course students. By the third criterion some complexity in relationship with the direct management (with commanders of front divisions) is found out and it also should become a subject of special additional consideration.

scholarly journals STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION

2021 ◽  
pp. 33-40
Author(s):  
Ольга Анатольевна Козырева ◽  
Елена Петровна Хвастунова
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Professional Training ◽  
Scientific Discourse ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
Education Practice ◽  
The Third ◽  
The University

Анализируется проблема необходимости формирования готовности будущих педагогов к инклюзии в процессе профессиональной подготовки в вузе, а также ее структурные компоненты и их содержание. В структуре указанного вида готовности выявляются мотивационный, когнитивный и операционно-деятельностный компоненты. Констатируется, что проблема готовности будущих педагогов к профессиональной деятельности в условиях инклюзии является проблемным полем в современном научном дискурсе, так как ее системное решение пока не найдено. Целью является исследование сформированности готовности будущих педагогов к инклюзии школьников в процессе профессиональной подготовки в вузе. Приводятся результаты эмпирического исследования сформированности готовности будущих педагогов к инклюзии школьников. Даются рекомендации по формированию профессиональной готовности будущих педагогов к инклюзии школьников в процессе обучения в университете, где изучаются на третьем и четвертом курсах следующие дисциплины: «Обучение лиц с ограниченными возможностями здоровья», «Психолого-педагогические основы инклюзивного образования»; происходит введение производственной (технологической в системе инклюзивного образования) практики на базе организаций образовательной и социальной сферы, оперативный мониторинг сформированности готовности будущих педагогов к инклюзивному образованию школьников с ОВЗ. The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.

scholarly journals Strategies of behavior in conflict as indicators of satisfaction with the professional activity of university teachers

2021 ◽  
Vol 15 (2) ◽  
pp. 248
Author(s):  
Karina F. Mirakyan ◽  
Alexander A. Karpov
Keyword(s):  
Empirical Study ◽  
Education System ◽  
Point Of View ◽  
Professional Activity ◽  
Behavioral Strategies ◽  
University Teachers ◽  
Professional Activities ◽  
The Third ◽  
Level Of Satisfaction

The realities of the time require the teacher to quickly respond to changes taking place in the education system, the dynamism of transformations increases, and it can contribute to increasing mental tension, in general, and increasing conflict tension, in particular. All this leads to an increasing interest in the psychology of pedagogical conflicts, both from the point of view of phenomenology and structure, and from the point of view of their influence on satisfaction with professional and pedagogical activity. The article presents the results of an empirical study to identify the specifics of correlations of strategies of behavior in conflicts and the level of satisfaction with the professional activities of university teachers, taking into account the stages of professionalization. The provisions on strengthening the influence of the role of behavioral strategies in conflicts in the assessment of professional satisfaction at the third and fourth stages of professionalization are formulated.

HR MANAGER COMPETENCE FORMATION METHODS REGARDING PERSONNEL RISK MANAGEMENT

2019 ◽  
Vol 1 ◽  
pp. 506
Author(s):  
Natalya Solovova ◽  
Olga Kalmykova ◽  
Natallia Sukhankina
Keyword(s):  
Risk Management ◽  
Research University ◽  
Professional Competence ◽  
Training And Education ◽  
Learning And Teaching ◽  
Professional Activities ◽  
Industrial Enterprises ◽  
Management Approaches ◽  
Hr Managers ◽  
The University

In a post-crisis society, the most valuable economic and social resources of an organization are human capital. Modern strategies of management employed by an organization need special management approaches that would base on analysis of activities’ mechanisms and processes associated with personnel risks. One of the organizational, methodological and pedagogical solutions to this problem is the educational technology for raising competence level of managers in risk management. The research is aimed at methodological, managerial and organizational recommendations for competence formation of MSc in personnel risks management (major "Human Resource Management"). Research methods: expert survey, questionnaires, interview. The main finding of the research study: respondents were interviewed (Bachelors and Masters of Samara National Research University named after academician SP Korolev, of Samara State Technical University, executives, managers, HR managers, employees of industrial enterprises and of organizations providing services) to assess the relevance of competence in management of personnel-related risks for professional activities of an HR manager; learning and teaching support material has been developed to be used in training and education organized at the university and for management consulting of employers and employees of various organizations; samples of tasks for “Evaluation Tools Fund” have been developed, aimed at identifying the level of formation of the components of professional competence in management of personnel-related risks. 

ПСИХОЛОГІЧНІ ЧИННИКИ ПРОФЕСІОНАЛІЗАЦІЇ МАЙБУТНЬОГО ПЕДАГОГА

1970 ◽  
Vol 6 (1) ◽  
pp. 269-276
Author(s):  
Марія Заміщак
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Personal Characteristics ◽  
Future Teachers ◽  
Self Identity ◽  
Professional Activities ◽  
Teacher Professionalization ◽  
Self Actualization ◽  
The Individual ◽  
The University

Аналізуються психологічні чинники особистісної професіоналізації майбутнього педагога. Розглянуто особистісне становлення у взаємозв’язку із самовизначенням особистості під час професійного навчання. Виділено, що професіоналізація у вищому навчальному закладі є процесом самоактуалізації особистості в умовах навчально-професійної діяльності та спілкування, що спрямований на максимальну реалізацію власних можливостей та професійно-особистісних особливостей. Визначено значущість психологічної, соціальної, моральної та духовної ситуації вищого навчального закладу, який впливає на самовизначення майбутнього педагога, формування його світоглядних орієнтацій, здатностей, професійних компетентностей, прийняття та засвоєння ним цінностей, прогнозування життєвих цілей. Обгрунтовано суть професіоналізації в студентів – майбутніх педагогів як цілісного психолого-педагогічного процесу, її впливу на самовизначення та самореалізацію, розвиток готовності до рішення професійних завдань та самовиховання особистісних здатностей, значущих для набуття професіоналізму майбутніми педагогами. Показано, що уже з першого курсу при вивченні предмету загальної психології структура психолого-педагогічного супроводу особистісного розвитку майбутнього педагога має включати: уявлення про професію, знання про вимоги професії до особистості, про особистість як соціальний, психологічний, моральний та духовний феномен. Analyzes the psychological factors of personal future teacher professionalization. We consider the formation of personal relationship with self-identity during training. Highlight that professionalisation in higher education is a process of self-actualization in terms of educational and professional activities and communication that aims to maximize the opportunities and their own professional and personal characteristics. Determined the significance of psychological, social, moral and spiritual situation of the university, which affects the determination of future teachers, the formation of his philosophical orientation, ability, professional competence, acceptance and assimilation of values, life goals forecasting. Grounded in the essence of the professionalization of students - future teachers as a complete psycho-pedagogical process, its impact on self-determination and self-realization, developing preparedness solutions professional tasks and personal self-ability, important for acquiring professional future teachers. It is shown that already with the first course in the study of the subject of psychology structure of psycho-pedagogical support of personal development of future teachers should include: understanding of the profession, knowledge of the requirements of the profession to the personality of the individual as a social, psychological, moral and spiritual phenomenon.

Theater School

2013 ◽  
pp. 462-472
Author(s):  
Maria Antonella Perrotta
Keyword(s):  
Learning By Doing ◽  
Traditional Learning ◽  
Second Stage ◽  
The Third ◽  
Whole School ◽  
Theatrical Representation ◽  
History Of ◽  
Theater Workshop ◽  
Theoretical Stage ◽  
The University

The “Teatro a Scuola” (Theater School) project, directed at 14-18 year-old, Real innovation lies in the involvement of students as writers, in a collaborative theatrical storytelling. During the theater workshop the teacher in charge of the project planned and implemented with the participants experimental activity that was inserted within the Italian program. Its purpose is to stimulate participants’ creativity. It aims at to become an integral part of the activities foreseen by the school syllabus and to offer, next to the traditional learning method, a form of learning by doing. The project consists in three distinct, yet interdependent, moments: a first theoretical stage, which foresees a short series of lessons on the history of theater; a second stage dedicated to a theater workshop (elocution, lively reading, mime, song, dance etc.); and a final show, i.e. a genuine theatrical representation for the whole school and all citizens. Characteristics of innovation and experimentation of the project were that: students were not only actors but also authors and screenwriters; also, the project involved elders of the University of the Third Age (NGO)

scholarly journals A Longitudinal Study of the Dynamics of Giftedness

2018 ◽  
Vol 15 (2/1) ◽  
pp. 5-18
Author(s):  
Diana B. Bogoyavlenskaya
Keyword(s):  
Longitudinal Study ◽  
Major Life Events ◽  
Major Life ◽  
Field Technique ◽  
Professional Activities ◽  
Mathematical School ◽  
Second Stage ◽  
The Third ◽  
Third Stage

Introduction. The paper presents a longitudinal study nearly a half-century long of the dynamics of giftedness from adolescence to maturity. Giftedness is an individual’s ability for creativity. The current study postulates that personal creative achievements can be predicted and that individuals’ ability to develop activities on their own initiative is the unit of such analysis of creativity. The concept of creativity is revealed through this ability as its mechanism. The ultimate forms of creativity are actions that lose the form of response. Methods. For the purpose of the study, the authors developed a Creative Field technique. This diagnostic tool has certain advantages over other existing tests, as it also measures intelligence according to the learnability criteria. The study was originated in 1970 with a sample comprised of 60 10th grade students of physico-mathematical school № 2 in Moscow. The second stage of the experiment took place in 1976. It employed the new Creative Field technique developed with the use of mathematical content. The third stage of the experiment was conducted during 2002–2003, at which point in time the sample was somewhat reduced due to inaccessibility of a portion of the original participants. The fourth stage of the study of the genesis of giftedness is currently underway (2018-2019). Results and Discussion. The study produced reliable measures of giftedness in adolescence and maturity and analyzed achievements in participants’ professional activities. These results create an objective framework for analyzing the role of the major life events and personality structure in the realization, and either development or regression of giftedness. The results of the experiments confirmed the relevance of the technique and the validity of the method itself. Students, who reached the highest levels of cognition in the experiment, also made significant discoveries in their professional activities. Conclusion. The main conclusions are as follows: (a) The method of Creative Field has predictive value. (b) The theory developed by authors is productive.

Firsthand Experience in Graduating Three Cohorts of Forensic Pathologists Trained With Competency by Design (CBD) Curriculum

2021 ◽  
pp. 192536212110631
Author(s):  
Jayantha C. Herath
Keyword(s):  
Training Program ◽  
Royal College ◽  
Forensic Pathology ◽  
Training Experience ◽  
Professional Activities ◽  
University Of Toronto ◽  
The Third ◽  
Stage Transition ◽  
The University ◽  
Pathology Training

Introduction: The University of Toronto experienced graduating three cohorts of forensic pathologists trained with Competency by Design (CBD) curriculum. We achieved this as a result of multiyear development of Entrustable Professional Activities (EPAs), Required Training Experience (RTEs), and Specialty Competency Requirements (SCRs) by the Royal College of Physicians and Surgeons of Canada’s Forensic Pathology Speciality Committee, the Ontario Forensic Pathology Service, and the University of Toronto. Method: Our academic year is comprised of 13 blocks. We divided the 13-block period into 4 stages to map all the EPAs and RTEs. The first stage, Transition to Discipline, is 1 block, the second stage, Foundation of Discipline, consists of 3 blocks; the third stage, Core of Discipline, consists of 6 blocks, and the final fourth stage, Transition to Practice, consists of 3 blocks. Board-certified faculty members in Forensic Pathology with more than five years of experience supervised the trainees. We graduated 5 Canadian and 4 international trainees at the end of the third cycle of CBD-based training program. Conclusion: Using the Royal College Speciality Committee blueprint, the University of Toronto started in 2016 planning the CBD curriculum in the forensic pathology training program. By the end of June 2021, we graduated nine trainees from our CBD-based Forensic Pathology training program. We are training the fourth cohort, and they will be graduating at the end of June 2022. This article aims to share our firsthand experiencing in CBD training in forensic pathology.

scholarly journals THE PARADIGM OF DIALOGUE INTERACTION AS A WAY OF THE PROFESSIONAL DEVELOPMENT OF FUTURE TRANSLATOR

2021 ◽  
pp. 69-79
Author(s):  
Ernest Ivashkevych
Keyword(s):  
Professional Development ◽  
Social Relations ◽  
Dynamic Process ◽  
Professional Competence ◽  
Personal Characteristics ◽  
Professional Activity ◽  
Professional Activities ◽  
Personal Meanings ◽  
Qualitative Changes ◽  
Professional Formation

In the article we’ve shown that the professional development of the person takes place through qualitative changes that facilitate the emergence of a completely new level of its integrity. The latter involves qualitative changes in the characteristics of the person, the transformation personal characteristics which have already been formed, fairly consistent guidelines, values ​​orientations, motives of behavior under the influence of constantly changing social relations. Also, the professional development of the person is carried out as a result of restructuring its orientation. At the same time, the professional orientation of the person is the result of a contradictory combination of socialization, that is emphasized on the mastery of a person with socially significant experience and culture and provide individualization (the process of the development of intelligence, will, aesthetic taste, creative abilities of the person, etc.). In the process of professional development of the person occurs the formation of the subject’s integrity. This integrity consists of: 1) subordination of all elements of the structure of the personality, the subject’s orientation, which ensures the continuity, the length of all periods of person’s professional development; 2) to acquire the necessary professionally significant qualities, properties and characteristics. We’ve proved that significant features of the professional formation are found in the process of finding the person’s individual ways of performing professional activity, which is accompanied by the formation of individual personally meaningful (including creative experience), professional self-consciousness, a system of professional motives, personal meanings, values ​​and senses. The analysis of scientific researches, which in one way or another one deals with the problem of professional formation, shows the unity of researchers’ opinions that professional formation is a dynamic process of transformation (or restructuring) personal and professional qualities, characterized by self-determination, self-improvement, self-education, self-actualization, self-realization, actually shaping one’s consciousness. Thus, professional development can be showed as a long process of mastering the profession. Thus, the analysis of the scientific literature indicates that the process of professional formation can be represented in two ways: the scheme of procedural reproduction (as a temporary sequence of stages, periods, parts) and the structure of professional activity (as a set of ways and means of performing professional activity, when their compliance is not a temporary determination, but a targeted presentation and realization). Professional formation is also understood as the development of person’s professional competence, as a process of mastering the means of solving professional problems and tasks, as well as mastering models of making professionally significant decisions. We identified the main stages of the professional development of a specialist: a preparatory (pre-university) stage, associated purely with the choice of profession; the initial (university) stage, during which professionally important skills, characteristics and personal traits are formed; the main (postgraduate) stage as a period of the development of personal qualities of the man facilitating his/her full self-realization in the professional activity. At this stage the formation of the professional as a person takes place. So, we have to admit that the problem of the development of the person of  translator is a dynamic process that constantly unfolds in time and space, proceeds from the moments of formation of professional intentions to full realization of oneself in the process of creative professional activity, the main contradiction of which is the contradiction between unique personality traits and objective requirements of the leading professional activities the significance of which is that it should be led to further development of the person. It was emphasized that by realizing himself/herself in the leading professional activity, the person gradually changed, which led to the restructuring of the motives of his/her leading activity, to the formation of new properties, qualities and characteristics of the person, which are extremely important for professional activity in general.

scholarly journals Model of Students’ Professional Competence Formation

2019 ◽  
Vol 9 (1) ◽  
pp. 3965-3971
Keyword(s):  
Professional Competence ◽  
Individual Development ◽  
Professional Competencies ◽  
Successful Implementation ◽  
Complex Activity ◽  
Educational Activities ◽  
Personal Traits ◽  
Professional Activities ◽  
Special Knowledge ◽  
The University

The paper is focused on the process of students’ professional competence formation. The major emphasis is on the competencies related to social and educational activities in the context of the commercialization of education. The authors’ biggest contribution is a specially designed model. It describes the formation of students’ professional competence in social and educational activities. Professional competencies of students are a qualitative integral manifestation of personal traits with a focus on social and educational activities. It includes a certain level of individual development and the mastering of special knowledge, skills, and abilities, as well as self-development that contribute to the successful implementation of professional activities in the context of the commercialization of education. The formation of professional competencies is presented as a focused, systematic process. There is much evidence that this process requires a systematic pedagogical, psychological, and special knowledge to develop skills and abilities in organizing and conducting social and pedagogical work. The content of this process is a complex activity targeting professionally significant qualities, the acquisition of systematized knowledge and skills in the field of social pedagogical activity. The results of the study are of much importance for practical use in the university. The proposed model allows identifying the levels of formation of students’ professional competencies

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