scholarly journals THE PEDAGOGUE'S MOBILITY AS THE WAY OF REALIZATION CONDITIONS OF THE NEW PEDAGOGICAL CONCEPT OF EDUCATION

2019 ◽  
Author(s):  
Nadiia Diachok
Keyword(s):  
Professional Training ◽  
Educational Process ◽  
Innovation Activity ◽  
Education Development ◽  
Managerial Training ◽  
Self Development ◽  
Professional Mobility ◽  
Professional Self ◽  
Educational Staff

The article deals with professional mobility (the ability for successfully switching another activity or change the type of work) as a necessary quality of a modern pedagogical worker. It is highlighted the main qualities, which are important in the process of forming a professional mobile specialist. The result of the formed qualities is the creation of a professional style in accordance with the views of specialists, personal principles and orientations; constant search for optimal educational forms of learning, the implementation of a pedagogical experiment, production and generalization of experience in educational activities. The proposed criteria for evaluating pedagogical activity of educational workers according to the standards put forward by the society (professional self-development, professional skills, introduction of innovative technologies into the educational process, creativity in the period of reformation and modernization, the latest pedagogical technologies of activity). It is outlined the importance of the employees' professional mobility formation in accordance with the tasks of the new Concept of Pedagogical Education Development: the formation of universal skills of activity ensuring mobility as a personality; orientation to innovation activity; provision of fundamental social and humanitarian training as a mastering of professions of another profile; provision of wide professional training as a basis for possible mastering of other professions; strengthening of managerial training of future pedagogical staff; The result of the educational staff professional mobility formation is a sharp increase in the quality of training of all future teachers. The presence in society of a sufficiently large number of active, professionally mobile teachers becomes a guarantee of increasing its sustainability.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals IMPLEMENTATION OF PEDAGOGICAL CONDITIONS OF FORMATION OF READYNESS FOR PROFESSIONAL SELF-DEVELOPMENT OF FUTURE TEACHERS OF MUSICAL ART

2021 ◽  
pp. 51-58
Author(s):  
Tetiana Ageykina-Starchenko ◽  
Natalia Chorna
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Cognitive Activity ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Self Development ◽  
Professional Self ◽  
Comparison Of The Results ◽  
Development Of Students

The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeological positions; implementation of competence approach to professional training of future music teachers based on pedagogical innovation; enrichment of creative potential of students in the process of involving in artistic and educational activities.The article substantiates experimentally tested methods of introducing pedagogical conditions for the formation of readiness for professional self-development of future music teachers, which include the value-motivational stage (development of the motivational component of readiness for professional self-development of students), cognitive-activity stage (formation of competence for professional self-development of future music teachers), creative stage (creation of conditions for maximum creative self-realization).It proves that the implementation of the proposed methods of implementation of educational conditions for the formation of readiness for professional self-development will significantly improve the quality of training of future music teachers. This conclusion is based on the comparison of the results of the control and experimental groups, as well as on the processing and generalization of the results. Keywords: pedagogical conditions, formation, realization, professional self-development, future teachers of musical art, approaches, methods, level of readiness.

scholarly journals Readiness formation of future lecturers of institution of higher education for professional self-realization

2019 ◽  
Vol 65 (2) ◽  
pp. 314-318
Author(s):  
Oksana Filonenko
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Subjective Experience ◽  
Educational Institution ◽  
Educational Process ◽  
Self Development ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self ◽  
The Individual

In the article different approaches to the definition of the essence of the concepts of «self-realization», «professional self-realization» have been considered. The factors influencing the process of lecturers’ selfactualization, pedagogical conditions of self-actualization of the lecturer’s personality have been singled out. In view of the concepts and approaches analyzed, in our study self-realization is understood as a specially organized activity by the subject, the purpose of which is the realization of their own purpose, as well as the result of this activity, is closely connected with self-development and self-affirmation of the individual. Under professional selfrealization, we mean the socialized way of harmonious development of the individual, combined with the acquisition of professional and practical experience in the process of obtaining a qualification by a future specialist during the period of initial professional formation (studying at a higher school) and improving professional growth in the process of fulfilling professional roles and responsibilities, which is an inalienable attribute of the disclosure and implementation of personal and professional potential. In the article, the professional self-realization of the future lecturer of a higher educational institution has been disclosed as a pedagogical problem, the essence of which is the constant self-improvement and self-development of their own potential. It has been determined that the formation of readiness, the nature of the process of professional self-actualization and its outcome depend on both internal and external conditions. External conditions have a certain impact on the internal, thus changing the level of readiness of the student to professional self-realization. Significant influence on the formation of readiness for self-realization in the professional sphere has a set of pedagogical conditions provided in the process of professional training: actualization of students’ subjective experience and its inclusion in the content of professional training, ensuring communication between the subjects of the educational process on the basis of dialogical interaction, the formation of value guidelines of future lecturers for professional self-realization. It has been established that the effectiveness of the self-realization process is related to the success of a master student’s pedagogical activity in the process of assistant practice and positive future professional benchmarks, which reveals possible career prospects.

scholarly journals SELF-DEVELOPMENT OF STUDENTS IN A MULTIMEDIA EDUCATIONAL ENVIRONMENT IN TERMS OF HUMANISTIC PEDAGOGY

2021 ◽  
pp. 185-192
Author(s):  
Тетяна Григоренко ◽  
Микола Захаревич
Keyword(s):  
Multimedia Learning ◽  
Educational Environment ◽  
Educational Process ◽  
Future Teachers ◽  
Self Development ◽  
The World ◽  
Professional Self ◽  
The Individual ◽  
Development Of Students

Attention to self-development is caused by defining role in the life of the individual, the active involvement of man in the process of his own life. According to most modern scientists, the main source of development are internal contradictions, this process is, in fact, self-development (self-movement). Personal self-development is characterized by a high level of self-organization, communicativeness and the formation of a scientific “picture of the world” and a humanistically oriented attitude to themselves and others. A holistic study of the problem of preparing students of higher education institutions for self-development in a multimedia educational environment in terms of humanistic pedagogy still remains out of the attention of scientists at the theoretical and methodological level, which negatively affects the quality of training of philologists and teachers. The aim of the article is to analyze the problem of self-development of future teachers of philology in psychological and pedagogical research and to clarify the essence of the concept of “professional self-development of future teachers” as a pedagogical category. Activation of personal self-development, which we consider as a process and a phenomenon, is an integrated factor in their relationship. By “activation of personal self-development” we mean purposeful dynamics to change the internal state of the individual and the realization of their own positive movement on the path of self-development. At the same time, we consider self-control as a personal quality of a person and a mechanism of self-regulation of the success of personal and professional self-development, as well as self-education in the context of multimedia learning. The ideal condition for professional development can be ICT, multimedia (computer systems with integrated support for audio and video), virtual reality (artificial world, which in some way reflects and transforms the real world, creating a virtual environment (space) according to ideas and goals of those who build it), an automated learning system based on hypertext technology (allows to increase the assimilation of educational material, includes a set of educational and methodical materials (demonstration, theoretical, practical, control) and computer programs that control the educational process)), a powerful information resource of the World Wide Web, extensive experience in teaching multimedia technologies etc. In line with the humanistic paradigm of multimedia learning, the door to a single world cultural and educational space opens, so it is correct to consider students' self-development as a promising intellectually and morally purposeful education of themselves in new socio-cultural conditions, more precisely in multimedia learning. Taking into account the above mentioned, we are inclined to believe that Internet resources, multimedia learning systems and tools, finally, the whole educational environment are designed to become the optimal conditions for self-development of students of philology. In this case, self-development is due to the presence of personal content of educational activities (author's Internet projects, electronic textbooks).

scholarly journals Means of future economists’ professional self-development in the educational process of foreign language studying

2018 ◽  
Vol 2 (3) ◽  
pp. 45-56
Author(s):  
Natalia Mushynska
Keyword(s):  
Critical Thinking ◽  
Professional Training ◽  
Business Environment ◽  
Economic Education ◽  
Educational Process ◽  
Problem Solving Skills ◽  
Cognitive Motivation ◽  
Self Development ◽  
Professional Self ◽  
Creative Tasks

Introduction.The research significance is conditioned by the fact that the problem of students’ professional self-development acquires great priority in the modern economic education. Today we aquire specialists who are capable on lifelong education, ready to expand their professional experience and possess abilities for critical thinking and problem-solving skills in a business environment. Future economist should be competitive in the conditions of innovations and rapid market changes. Aim and tasks. In the given article the system of creative tasks is presented to organize professional training of future professional and researcher, his professional creative self-development, self-actualization, self-breeding, self-realization. Research results. Summarizing the results of structural-analytical research of the contest of modern educationally-qualifying documentation, the basic requirements are distinguished and systematized to the modern bachelors of economy, who must have large cultural education, mature scientific worldview, personal integrity. They should constantly improve their professional level taking into account economic prosperity demands of Ukraine. Future economist should estimate market situation, determine the prospects of his further functioning at the market, to expose problems in financial-economic activity and develop the projects of its innovative improvement, to be structural in professionally-personality communication in different formats. Conclusion. The system of creative tasks was developed for the professional disciplines from the curricula, which realizes professional self-development of future economists by means of the tasks that enable actualization of acquired professional skills, create conditions for cognitive motivation, critical thinking, which activate motivation for professional self-development, self-perfection, self-realization. Creative tasks actualize professional self-development of future economists, enable to enrich students’ knowledge resources, their experience and intellectual-cognitive motivation for individual and professional self-development, self-perfection, self-realization.

scholarly journals Synergetic mechanisms of students’ new worldview formation

2021 ◽  
Vol 273 ◽  
pp. 12102
Author(s):  
Nadezhda Revyakina ◽  
Elena Sakharova
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Scientific Activity ◽  
Educational Process ◽  
Urgent Task ◽  
Self Development ◽  
Professional Mobility ◽  
Worldview Formation ◽  
Synergetic System

The authors consider the synergetic approach in psycho-pedagogics. Synergeticsis regarded nowadays as one of the fundamental aspects of the students’ new worldview formation. Teachers’ professional awareness to work in the framework of new tendencies is one more urgent task. Creative and prognostic thinking will help teachers to work with students as self-organizing systems. The proper new original technique and style elaboration will greately contribute to educational process. Such Synergetic mechanisms as openness, nonlinearity; feedback are the leading ones in creating modern terms of teaching and upbringing students, defining them as a super-complexes and unique systems. Synergetics can be of great assistance in creating modern terms of teaching and upbringing students. The synergetic approach is a scientific domain of evolving structurally organized systems, to which the system of professional training of specialists can be referred. This approach creates new possibilities to student’s self-determination in the framework of multidimensionality, complexity, and alternativeness of cognizable processes.It is of great importance to recognize the significant role of randomness in students’ self-development. It is necessary to emphasize that systems including several complex system components that make up an integral synergetic system are actually realized in the conditions of diversity, randomness, spontaneity and unpredictability. The problem is that a future specialist should have the skills and professional mobility to react quickly to the constantly emerging changes in practical and scientific activity. Thus, interdisciplinary integration is one of the most important areas for improving the preparation of students in a modern higher educational institution.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Criteria and indicators associated with adaptation to the educational process of first-year students at the university

2021 ◽  
pp. 87-93
Author(s):  
Evgeniya N. Popova
Keyword(s):  
Research Topic ◽  
Educational Process ◽  
First Year ◽  
Higher Education Research ◽  
Adaptation Process ◽  
Adaptive Potential ◽  
First Year Students ◽  
Self Development ◽  
The University

The issue of adaptation of modern first-year students to the educational process at the university is one of the current pedagogical tasks. Successful adaptation significantly affects the quality of received education, the degree of formation of personal and professional qualities, contributes to the development of motivation, self-education, and self-development. The purpose of the research is to substantiate the criteria, indicators, and levels of adaptation of first-year students to the learning process at the university. The material for the study was the domestic scientific sources of studying the peculiarities of the adaptation process of students to educational activities in higher education. Research methods: analysis and generalization of psychological-pedagogical and educational-methodical literature on the research topic. We determine as the main criteria for the adaptation of first-year students to the university, the adaptive potential and professionally important qualities of students, consider these concepts, their structure, and their basic properties. On the basis of the analysis and generalization of the existing indicators of the implementation of the adaptive potential, we formulate the author's indicators for determining the level of its development. The degree of formation of professionally important qualities of students are low, medium, and high levels of development of emotional intelligence, negative communicative attitude, intellectual lability, and stress tolerance.

Communication Improvement within the Education Process and Emotional Intelligence Development

2015 ◽  
Vol 3 (5) ◽  
pp. 163-175
Author(s):  
Adrian Sonea ◽  
Ovidiu Niculae Bordean ◽  
Eugenia Câmpeanu Sonea
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Educational Process ◽  
Communication Process ◽  
Current Phase ◽  
North West ◽  
Teacher Student ◽  
Education Process

Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.

scholarly journals Peculiarities of Formation of Basic Competences in the Process of Professional Training of Future Translators

2020 ◽  
pp. 5-14
Author(s):  
Viktoriia Dоmina ◽  
◽  
Victoria Denisyuk ◽  
Ksenia Sedova ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
National Culture ◽  
Professional Training ◽  
Cultural Knowledge ◽  
Educational Process ◽  
Scientific Development ◽  
Institutions Of Higher Education ◽  
Basic Competencies ◽  
Functional Components

The proposed article is devoted to the problem of formation of basic competencies, which are a complex integrative formation of the personality of the future translator. To fully characterize them, the authors identified all the components. It is determined which specific manifestations constitute their subject essence. The relationships between the components are established and considered in the context of existence, functioning and development to identify factors in the development of multilingual personality culture. In the course of scientific research, the acquisition of professional and linguistic and cultural knowledge from translators was determined. The educational process of modern pedagogical institutions of higher education and the formation of not only professional culture but also the general culture of the translator as a "systemic integrative quality of personality, including interdependent and interdependent aspects, represented by significant and functional components, competent foreign language. Also in the course of scientific development of meaningful dominants the characteristics of such categories as multilingual, multilingual and multicultural language personality, which are transmitted by many language systems, were laid down. The proposed study substantiates the process of forming a multilingual culture of personality, determines that knowledge of one's culture is one of the main conditions for successful translators activity, because it is impossible to instill love or at least understand and accept another culture without a high national culture.

Sign in / Sign up

Export Citation Format

Share Document