scholarly journals Formation of the teacher’s professional culture in the context of pedagogy of success

2020 ◽  
Keyword(s):  
Secondary Education ◽  
Best Practices ◽  
Professional Competence ◽  
Professional Culture ◽  
Educational Process ◽  
Professional Activity ◽  
Quality Level ◽  
High Quality ◽  
Criteria And Indicators ◽  
Pedagogical Culture

The article deals with the problem of forming the professional culture of a teacher, capable of carrying out the educational process in the establishment of secondary education at a high quality level in the context of the implementation of the principles of pedagogy of success. The authors have found out the essence of the concept “pedagogical culture” and have justified its influence on the success of teacher’s professional activity. On the basis of the best practices of classical pedagogy and the researches of modern scientists, the criteria and indicators of professionalism of the successful teacher are emphasized distinguished. Moreover, the evaluation of his/her professional competence are considered, as a condition of becoming and development of teacher-master and as a component of the content of pedagogical culture. Based on the scientific generalizations and the results of empirical researches, the main features of per- sonality-oriented pedagogical culture are distinguished. The influence of individual pedagogical culture’s components on the teacher’s education are indicated. In this article, the components of the level of pedagogical culture of the teacher are represented. The results of the profile and questionnaire of the expert teachers of the establishments of secondary education give opportunity to determine an important connection between the level of teacher’s culture and the success of his/her professional activity. This connection has been demonstrated according to distinguishing criteria using the table of combination and Pearson’s correlation coefficient.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals The Professional Competence Formation of High School Students based on the System Approach.

2019 ◽  
Vol 14 ◽  
pp. 3057-3064
Author(s):  
Maral Yessekeshova ◽  
Isakova Gulnur ◽  
Seilkhan Gulzhakhar ◽  
Kaltayeva Gulnar ◽  
Bermukhambetova Botagoz
Keyword(s):  
High School Students ◽  
System Approach ◽  
Professional Competence ◽  
Thinking Skills ◽  
Educational Process ◽  
System Thinking ◽  
Professional Activity ◽  
School Students ◽  
Study Results ◽  
Competence Structure

This study addresses the issue of implementing a system approach during the  higher school specialists preparation, which effectively leads to their professional competence formation. The study results   of higher education teachers professional difficulties in the interaction  with the educational process participants are presented. The training technology on the system approach basis creates conditions for the learning process participants’ activities systemic organization, as well as for the system thinking skills and the system approach developing in cognitive, practical and other ongoing and forthcoming activities. An important factor in the future specialists’ professional competence formation  is an indicative basis formation for their future professional activity. The professional competence structure and components characteristic are given. Examples are also presented, that demonstrate the professional competence formation implementation with a focus on current society needs. There is a description of the students’ considerable professional competence increase after its formation methods correction.

Formation of Professional Culture in Higher Education: Experience and Problems

2021 ◽  
pp. 89-94
Author(s):  
Anna A. Parshina ◽  
Vladimir K. Korolev
Keyword(s):  
Professional Culture ◽  
Educational Process ◽  
Professional Activity ◽  
Specific Content ◽  
Education Experience ◽  
Special Knowledge ◽  
Universal Values ◽  
The University ◽  
University Training

The subject of the article is the formation of professional culture of students; it is considered in order to improve the work on its formation in the educational process at the University, in particular-in RIPB-on the material of training economists, lawyers and customs officers. The authors describe professional culture as a set of special knowledge and practical skills of a person as an “employeeˮ, implemented in a specific type of socially significant work, emphasize that it is based on the universal values of a professional as a «person». Therefore, the formation of professional culture is inseparable from the socio-humanitarian development of students, carried out in the course of studying the relevant disciplines. According to the authors, any professional culture has its own organization (in our case - University), which is based on a particular professional activity (in particular, University training), while it embodies a Form that is subject to “fillingˮ with the specific Content of various activities as socially institutionalized pro-fessions. As conclusions, the following problems are substantiated: introduction of a special course “Professional cultureˮ; overcoming “departmentalˮ disciplinarity in the study of socio-humanitarian and professional dis-ciplines; improving the quality of “formalˮ training of students in the conditions of digitalization and comput-erization; development of a culture of extracurricular forms of professional work.

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 PROBLEM OF PROVIDING GUARANTEES ON THE QUALITY OF MILITARY SPECIALISTS’ TRAINING: RESULTS OF EXPERIMENTAL STUDIES

2019 ◽  
pp. 50-55
Author(s):  
Y. Chernykh ◽  
O. Chernykh
Keyword(s):  
Professional Competence ◽  
Educational Institution ◽  
Research Work ◽  
Experimental Studies ◽  
Educational Process ◽  
Point Of View ◽  
Professional Activity ◽  
Sociological Study ◽  
Military Institute

The article examines the quality of training of cadets – the graduates of higher military educational institutions and military educational units of higher education institutions (hereinafter – HMEI). The quality of training is assessed by future officers as the main components of their own competencies. The main factors contributing to the improvement of the quality of military specialists’ training are analyzed.In order to assess the quality of training of military specialists during the implementation of research work among graduates of HMEI, a sociological study has been conducted. The main attention is paid to the problem of identifying the current state of the quality of training of military specialists and the identification of factors that will increase the effectiveness of the educational process in the HMEI. The sample was taken in seven leading HMEI: National Army Academy, Kharkiv National Air Force University, Military Academy (Odesa), Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute”, Zhytomyr Military Institute, the Military Institute of Telecommunications and Informatization, Military Institute of Taras Shevchenko National University of Kyiv.The quality of training of military specialists was considered from the point of view of graduates’ self-examination, namely: awareness of their own professionalism; possibilities of realization of individual abilities and inclinations; mastering the methodology of self-education, self-improvement; psychological readiness for professional activity; competence; ability to perform employment duties in the troops successfully.When planning a sociological study, all questions were brought together into five main blocks: socio-demographic characteristics of respondents; level of readiness of graduates to perform employment duties in troops, forces (the formation of appropriate competencies); changes (directions of improvement) in the content and methods of studying in HMEI offered by graduates to improve the quality of their own training; organizational measures that, in future officers’ opinion, should be used to improve the quality of training of military specialists; factors that are more of a concern for graduates after completing their studies;Key words: quality of training, professional competence, graduate of higher military educational institution, sociological survey

Features of Competence System Standardization of the Methodists of Municipal Methodical Service in the Present Conditions of Education Development

2016 ◽  
Vol 4 (5) ◽  
pp. 61-63
Author(s):  
������ ◽  
Olga Vasina
Keyword(s):  
Professional Education ◽  
Professional Competence ◽  
Low Cost ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Education Development ◽  
The Difference ◽  
Main Activity ◽  
Competence System

The article contents the problems of the organization of present methodical service: the different interpretations of the activities, objectives, tasks, various forms of institutions offering information and methodological support of the educational process, regarding aspects of finance - state-owned, independent, low cost, as well as on the main activity - educational institutions of additional professional education or not. The article presents the results of the analysis of the structures and functioning of municipal methodical service of Russia. The difference in the interpretation of municipal methodical service determines the organization of the Methodist work blurring. The article offers solution to according problem by standardizing the professional activity of municipal methodical service, process of methodological support of educational activities, professional paths of Methodists based on standardization of Methodists competences. The article proposed a system of professional competence of the present Methodist of municipal methodical service.

scholarly journals FOREIGN LANGUAGE COMPETENCE OF TEACHERS

2020 ◽  
pp. 71-78
Author(s):  
Olga Voloshina ◽  
◽  
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Research Methodology ◽  
Professional Competence ◽  
Communicative Competence ◽  
Professional Activity ◽  
Language Competence ◽  
Criteria And Indicators ◽  
Professional Activities

This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.

scholarly journals Information and Communications Technology in the Professional Training of Future Professionals in the Field of Culture and Art

2021 ◽  
Vol 12 (3) ◽  
pp. 134-153
Author(s):  
Oleksii Rohotchenko ◽  
Tetyana Zuziak ◽  
Svitlana Kizim ◽  
Svitlana Rohotchenko ◽  
Oleksandr Shynin
Keyword(s):  
Cloud Computing ◽  
Professional Training ◽  
Professional Competence ◽  
Text Messages ◽  
Educational Process ◽  
Information And Communications Technology ◽  
The Self ◽  
Professional Activity ◽  
Computing Technologies ◽  
E Learning

The article deals with the self-education of future specialists in the field of culture and art within the context of philosophical, psychological, and pedagogical studies of the postmodern era. This substantiates the need to use e-learning in professional training. The use of cloud computing technologies is one of the educational process’ innovations. As shown by our research and personal experience implementing cloud computing technologies into the educational process proves to be feasible for training future professionals in the field of culture and art, including their self-education. The article shows that the aim of self-education of the future professionals in the field of culture and art is personal and professional perfection, and also achievement, at the maximum possible level, of the creative ideal. Today their professional training is focused on self-perfection, ability to self-educate, skill to foresee the consequences of their professional activity and search for the new ways to solve their professional tasks using ICT. The article justifies that cloud computing technologies allow spreading content in the Internet, they facilitate posting the text messages, photographs, pictures and musical files. Accessibility, openness, interactivity of the cloud computing technologies cause their wide use for both on-line and off-line communication, data sharing of text, multimedia and audio resources for all participants of the educational process that enriches the self-education of future professionals in the field of culture and art and makes it rich in content, practically-oriented and enhances professional competence. The article concludes that e-learning best meets methodological requirements of the postmodern society.

scholarly journals PROFESSIONAL CULTURE IN THE CONTEXT OF FUTURE DOCTOR TRAINING

2020 ◽  
pp. 117-121
Author(s):  
І. І. Vorona ◽  
I. A. Prokop
Keyword(s):  
Medical Students ◽  
Professional Education ◽  
Professional Competence ◽  
Ethical Issues ◽  
Training Programme ◽  
Professional Culture ◽  
Professional Activity ◽  
Teacher Student ◽  
Professional Self ◽  
Amount Of Knowledge

The paper points out the specifics of medical students’ professional culture formation, analyses its components and conditions. The experience of virtual training programme use in Latin classes for medical students is summarized. Development of professional culture is sure to enrich the man’s inner world, as well as to contribute to his (her) professional development and personal self-improvement. Any person reveals himself (herself) most vividly while interacting with the others in performing professional duties, the outcomes often depending on the proper conduct, speaking, hearing, and language.     Training of future medical professionals is an element of professional education and is aimed at providing specialists with a certain level of professional skills alongside with the formation of proper professional qualities and development of general personal culture. Medical educational institutions are supposed to provide future specialists with adequate amount of knowledge, necessary for the work in their field and to make them aware of their professional perspectives and able to influence the process actively and effectively. It is in this aspect that the professional culture is involved, that is demeanour, speaking, hearing, and language matching the generally accepted standards and principles, primarily moral, and the requirements set to the particular profession. Professional culture of the future medical workers is not the sum of professional knowledge, abilities, and skills only, but a part of general spiritual culture that manifests itself in professional competence, readiness for analysis and evaluation of professional and ethical issues, decision-making, communicative skills, as well as conscious striving for self-education, self-development, and constant professional self-perfection. Formation of medical students’ professional culture is a “teacher-student” indissoluble connection based on humanism, creative activity, and common search for new goals and tasks, which increase future specialists’ motivation to attain new peaks in the professional activity. 

Sign in / Sign up

Export Citation Format

Share Document