scholarly journals «SELF-BOOK» OF PERSONAL AND PROFESSIONAL GROWTH OF THE FUTURE TEACHER

2020 ◽  
pp. 206-220
Author(s):  
Ірина Новик
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Education Institution ◽  
Future Teacher ◽  
Professional Activity ◽  
Problem Solving Skills ◽  
Advantages And Disadvantages ◽  
Self Development ◽  
The Future ◽  
Self Knowledge

In the article, we substantiate the theoretical and practical aspects of the application of "Self-book" of personal and professional growth of the future teacher. In scientific exploration, we reveal the essence and content of the concept of "Self-book", which is presented as an individual diary (book, notepad or glider) of a student, in which he captures his own achievements in personal and professional growth, determines the trajectory of self-knowledge, self-development and self-improvement also monitors the dynamics of educational outcomes through proposed diagnostic techniques. The content and methodological support of "Self-book", which allows to track the dynamics of educational results and personal and professional development of students throughout the entire period of study at a higher education institution, is characterized. We have shown that personal and professional development is a complex multifaceted process, which aims at the formation of future teachers not only general and professional competences, but also envisages the development of their personal meanings. The study identified the main components of personal and professional development of future educators, namely: personal (value-personal and professional settings; self-knowledge and self-development; professional elevation); 21st century skills (critical thinking and problem-solving skills; communication and collaboration skills; digital skills), research and development (ability to highlight the research problem; work in a team; design stages of the research; select the necessary tools to solve the research task; analyze, organize, summarize the information received; to acquire new knowledge for their own use in their professional activity; to create and present their own educational products), reflective (self-concept, personal qualities and results of their own activity; self-analysis, self-knowledge, self-diagnostics, self-assessment, self-development, self-improvement; ability to detect mistakes, disadvantages of their own professional activity, and correct them). This article discusses the advantages and disadvantages of using Self-book in the personal-professional development of a future educator.

scholarly journals DEVELOPING PROFESSIONAL CREATIVE SKILLS OF FUTURE TEACHERS IN THE TECHNOLOGY FIELD OF EDUCATION

2021 ◽  
Vol 58 (1) ◽  
pp. 5021-5028
Author(s):  
Khushnud Yakubov, Anbarjon Egamova
Keyword(s):  
Personal Growth ◽  
Professional Growth ◽  
Future Teacher ◽  
Professional Activity ◽  
Creative Imagination ◽  
Education Development ◽  
Self Development ◽  
The Future ◽  
Professional Self ◽  
The Moment

The ongoing renewal of educational technologies in higher education, the introduction of innovative didactics, the formation of the education, development, and personal growth systems of the future specialist within the university are faced initially with a number of intractable psychological and pedagogical problems. The most significant of them are associated with the fact that not all teachers are ready today to become the innovative personnel in their field of specialization. of innovation [1]. It is more and more obvious that the creativeness of an individual cannot be the result of mass systems and forms of education. Modern education on the verge of entering the information age can become a cultural space that will allow a person to acquire a new cultural identity. But at the same time, the world of education must change itself significantly. Determination of the personal qualities of the future teacher, the characteristics of his professional activity and progress, the formation of self-development skills is today one of the main directions of improving teacher training. The preparation of a future teacher should be built as a system of conditions for ensuring the professional and self development. It is necessary that a novice teacher theoretically and practically be able to analyze his or her own professional capabilities and, on this basis, be able to form a routine for his own further professional growth at any stage of professional activity. This can be achieved by creating a desire of future teachers.to be ready for professional self-development. A pedagogical institution needs to prepare future specialists for creative pedagogical activity, in which the acquired professional skills will be a means of developing the student's personality as well. The most important component of such training is an advanced creative imagination and the ability to evolve it. If in-depth knowledge is a platform for training a new generation of competent specialists, then creative activity is a springboard that gives them an advantage in everyday professional field, therefore, at the moment, the need to develop a technology for developing creative skills of students of the pedagogical institutions is of especial relevance

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.

THE REFLEXIVE COMPETENCE OF A FUTURE TEACHER: ESSENCE, STRUCTURE, LOGIC OF REFLEXIOGENESIS

2020 ◽  
Author(s):  
Victoria Zhelanova
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Future Teacher ◽  
Professional Activity ◽  
Individual Student ◽  
Self Awareness ◽  
Higher Education Institution ◽  
Personal Quality ◽  
Self Knowledge

The article analyzes the reflective paradigm of education as a promising strategy for Ukrainian higher education reforming. Its mission, purpose, objectives, content, functions and criteria are disclosed. Proved the priorities of the reflexive education paradigm related to the reflexive competence formation of the personality, represented by a set of components, adequate to reflective activity. The structure of reflexive competence which contains motivational-value (motives, needs, personal interest, desire, tendency to engage in reflexive activity, approach to pedagogical reflection as a value); cognitive (system of reflexive knowledge, which is the theoretical basis of reflective competence and represent a system of concepts and ideas associated with self-knowledge, self-awareness, understanding and perception of the individual student, interaction with students); operational-activity (system of reflexive skills connected with self-knowledge and understanding of another, with self-assessment and evaluation of other people, with self-interpretation and interpretation of another, with analysis and development of pedagogical technologies) components, was grounded on the basis of structural-activity trait and types of reflection. According to the structure of reflexive competence, the criteria of its formation are defined (stimulating-axiological, cognitive, praxeological). Adjusted diagnostic toolkit containing standardized and proprietary methods. The genesis of the reflective competence of future teachers in the period of vocational training in higher education is revealed. The concept of “reflexiogenesis” as a process of gradual development of reflexive competence components in the direction of their complication and extension of the range of realization of different types of pedagogical reflection synthesized in contextual reflection is introduced into scientific circulation. Proved that the initial stage of formation of reflective competence (the first course of study at a higher education institution) associated with the formation of reflection not as a professional quality, but as a basic personal education; with in the next step (the second, the thirdcourse of study at a higher education institution), there is a formation of pedagogical reflection as a professional-personal quality of the teacher; in the process of educational and professional activity (the fourthcourse of study at a higher education institution) the formation of reflexive competence as a holistic, integrated professional-personal quality of the future teacher.

scholarly journals PROFESSIONAL FORMATION OF THE FUTURE TEACHER IN THE EDUCATIONAL PROCESS AT THE EXPENSE OF PEDAGOGICAL PRACTICE

2018 ◽  
Vol 5 (31) ◽  
Author(s):  
I. Kamenska
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Process ◽  
Future Teacher ◽  
Educational Institutions ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Self Development ◽  
The Future

The article deals with topical issues of professional training of future teachers. The essence of the concepts of «self-development» and «self-improvement» was revealed, the significance of pedagogical practice as a factor of professional self-development and self-improvement of the future teacher was substantiated. It was revealed that effective preparation of participants in the educational process in educational institutions is possible due to the strengthening of the practical orientation of students' training. That is, pedagogical practice is the initial stage in the system of professional training, the first part of the practical mastering of the pedagogical profession. It promotes the deepening and systematization of knowledge gained by students in the process of studying specialized disciplines, as well as the development of information competence of future professionals. Pedagogical practice provides a combination of theoretical training of students with their practical pedagogical activity in the conditions of educational institutions of different types and promotes the formation of a creative attitude towards future professional activities, deepening and systematization of the knowledge gained by students in the process of theoretical training; self-development and self-improvement of future teachers. In this period, the foundations of professional activity of future specialists are laid, professional qualities are formed, the ability to self-development, self-realization and interest in the future profession are revealed.It is established that proper organization of pedagogical practice contributes to professional growth of the future teachers, development of abilities, allows to create external and internal conditions for self-development of the student. Thus, continuous self-education and self-improvement are the only way that allows a modern educator to become a real professional, to develop professional competence.Keywords: professional competence, self-development, self-improvement, pedagogue, educational process.І. Каменська, кандидат сільськогосподарських наук,  Професійне становлення майбутнього педагога у навчальному процесі за рахунок педагогічної практики / ДВНЗ «Переяслав-Хмельницький державний педагогічний університет імені Григорія Сковороди»,  Україна, Київська обл., м. Переяслав-ХмельницькийВ статті розглянуто актуальні питання професійної підготовки  майбутніх педагогів. Розкрито суть понять «саморозвиток» та «самовдосконалення», обґрунтовано значення педагогічної практики, як чинника професійного саморозвитку та самовдосконалення майбутнього педагога. З’ясовано, що ефективна підготовка учасників освітнього процесу у закладах освіти можлива за рахунок посилення практичної спрямованості навчання студентів. Тобто, педагогічна практика – це початковий етап у системі фахової підготовки, перша ланка практичного засвоєння педагогічної професії. Вона сприяє поглибленню і систематизації знань, отриманих студентами в процесі вивчення профільних дисциплін, а також розвитку інформаційної компетенції майбутніх фахівців. Педагогічна практика забезпечує поєднання теоретичної підготовки студентів з їх практичною педагогічною діяльністю в умовах навчальних закладів різних типів і сприяє формуванню творчого відношення до майбутньої професійної діяльності, поглибленню та систематизації знань, одержаних студентами в процесі теоретичного навчання; до саморозвитку та самовдосконалення, майбутніх педагогів. В цей період закладаються основи професійної діяльності майбутніх фахівців, формуються професійні якості, розкривається здібність до саморозвитку, самореалізації та інтерес до майбутньої професії.Встановлено, що правильна організація педагогічної практики сприяє професійному росту майбутніх педагогів, розвитку здібностей, дозволяє створити зовнішні та внутрішні умови для саморозвитку студентів. Таким чином, постійне самовиховання та самовдосконалення – єдиний шлях, який дозволить сучасному педагогу стати справжнім професіоналом, розвинути професійну компетентність.Ключові слова: професійна компетентність, саморозвиток, самовдосконалення, педагог, навчальний процес.

scholarly journals Pedagogical reflection as a factor of professional development of future teachers of preschool education institutions

2019 ◽  
Vol 65 (2) ◽  
pp. 135-139
Author(s):  
Iryna Knyazheva
Keyword(s):  
Professional Development ◽  
Social Relations ◽  
Preschool Education ◽  
Educational Process ◽  
Preschool Age ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
The Future

Formation and development of pedagogical reflection in the process of professional development of the future teacher of preschool education institutions to the needs of societyto become creative, able to take personal responsibility not only for the results of their professional activities, for their physical, mental and social health, the formation of the life competence of children of preschool age, but also for their professional self-realization and self-training, the personality of the future professional. The solution of this problem allows us to form, disclose and realize the ability of the future teacher of preschool education to forecast, design, implement and analyze their professional and quasi-professional activities. Analysis of the scientific foundation has allowed, in the broadest terms, to characterize reflection as a mirror, research of the cognitive act, a source of special knowledge, when observation is directed to the internal actions of consciousness; as a person’s ability to self-analyze, understanding and rethinking their subject-social relations with the outside world and as a necessary component of the developed human intelligence. Pedagogical reflection in modern studies is understood as self-analysis by a teacher of his professional activity, behavior, personal and professional experience, is considered in the context of intellectual and communicative processes, and therefore, is characterized by a combination of knowledge, action and experience. They are characterized by specific features that allow to reveal certain aspects of the future teacher’s reflective activity, and at the same time are interrelated and interdependent. The article highlighted the criteria and described the levels of formation of pedagogical reflection of future teachers of preschool education institutions (reproductive, analytical, prognostic, philosophical and constructive) and gave them a qualitative characteristic. The article suggests the forms, means and methods of organizing the educational process of the institution of higher education, contributing to the formation and development of the abilities of the future teacher of the preschool education institution for pedagogical reflection.

КРИТЕРІЇ ТА ПОКАЗНИКИ РОЗВИТКУ СУБ’ЄКТНОЇ ПОЗИЦІЇ ОСОБИСТОСТІ У СТУДЕНТСЬКОМУ ВІЦІ

1970 ◽  
Vol 8 (1) ◽  
pp. 228-235
Author(s):  
Валентина Вовк
Keyword(s):  
Self Regulation ◽  
Value Orientations ◽  
The Self ◽  
Professional Activity ◽  
A Value ◽  
Self Development ◽  
The Future ◽  
Self Actualization ◽  
Self Knowledge ◽  
Present Life

Стаття присвячена дослідженню феномену суб’єктної позиції особистості майбутньго фахівця.  Актуалізовано  проблему   розвитку  суб’єктної  позиції   в   середовищі   вищої  школи,   оскільки   втрата  суб’єктних проявів особистості є переважаючими характеристиками багатьох студентів вузів. Здійснено  аналіз  та  систематизацію  характеристик  означеного  поняття  у  розумінні  низкою  вчених.  Уточнено  поняття суб’єктної позиції студента, сутність якого полягає у системі особистісно-значущих, ціннісно- смислових ставлень до процесу навчання, до обраної професії, до себе як до фахівця і до свого майбутнього  професійного шляху, спрямованих на саморозвиток та самоактуалізацію. Суб’єктна позиція реалізується у  таких  критеріях  та  показниках,  як:  ціннісні  орієнтації,  що  відображають  осмисленість  минулого,  теперішнього життя та майбутніх перспектив; характер мотивів учбово-професійної діяльності, що  передбачає     наявність     внутрішньої     мотивації     учбово-професійної     діяльності;     прагнення     до  самоактуалізації, яка є провідним мотивом, що спонукає до максимальних досягнень у майбутній професії  через    самопізнання,    саморозвиток,    самовдосконалення,    самозміну,    самоздійснення;    властивості  особистості як суб’єкта діяльності, які генералізуються в таких якостях, як активність, відповідальність  та автономність; локус контролю, який передбачає взяття на себе відповідальності за події власного  життя та пояснення їх власною поведінкою, волею, прагненнями, можливостями та адекватно оціненими  здібностями;  саморегуляція,  яка  реалізується  в  уміннях  усвідомлювати,  контролювати  та  коригувати  власну  поведінку; самоставлення  як  здатність  поважати  і  цінувати  себе  таким,  який є,  розуміючи  і  приймаючи як свої можливості, так і обмеження, та рефлексивність, що виявляється в адекватній оцінці  та осмисленні власних професійних можливостей.  This article is devoted to studying the phenomenon of the subjective position of the future specialist. The  problem of the development of a subjective position in a higher school is outlined because the loss of subjective  manifestations  of  personality characterized  most  of the  students.  It  have been  analysed  and  systematized  the  characteristics of the concept in the understanding of a number of scientists on a theoretical level. Elaborated  concept of «subjective position of the student» the main point of which is  the system of meaningful, valuable and  semantic attitudes to the learning, to the chosen profession, to himself as a specialist and to the own future  professional way that are aimed at self-development and self-actualization. It realizes in such criteria and indicators  as a value orientations that are shows meaningfulness of the past, present life and future prospects; the character of  the  motives  of educational  and  professional  activity  that  are  assumes  the  presence  of  internal  motivation  of  educational and professional activity; the desire for self-actualization is a main cause that motivates for the best  achievements in the future profession by self-knowledge, self-development, self-improvement, self-change, self- realization; humans features as a subject of activity  are generalizes in such qualities as activity, responsibility and  autonomy;  locus  of  control  which  is  involve  an  acceptance  responsibility  for  events  of  their  own  lives  and  explanation of their own behavior, will, aspirations; the self-regulation which is realized in the ability of  self  controlling; the self attitude as  the ability to respect and appreciate himself  understanding and accepting own  possibilities and as the limitation and reflexivity that appears in realizing of adequate assessment of personal  professionals’ skills

scholarly journals Development of social intelligence of future speech pathologist

2020 ◽  
pp. 5-10
Author(s):  
Svitlana Karskanova ◽  
Olena Biluk
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Social Intelligence ◽  
Modern Society ◽  
Professional Activity ◽  
Psychological Determinants ◽  
Teacher Student ◽  
The Future ◽  
Speech Pathologist ◽  
Speech Pathologists

The problem of development of social intelligence of the future speech pathologist is in the sphere of the person professional growth with an emphasis on development of the parties of social intelligence. The article is devoted to the analysis of psychological determinants of development of the intellect for the students who will be speech pathologists. Influence of the socially-psychological factors on a social intellect is examined here. At different age stages of the individual the knowledge of the specifics of social intelligence from preschool to adulthood, makes it possible to predict the understanding of social reality. Theoretical generalization of the data obtained in our research provide an opportunity to determine the basic psychological qualities that is necessary for the successful performance of the functions of a speech pathologists. The well-known periodization of R. Selman shows that social intelligence develops throughout all person’s life. Learning the skills to solve complex social problems can be an essential area for improving the developing personality and adult personality. If this is not taught purposefully, the vast majority of society will not be able to realize its potential in situations of social interaction in full. Features of preparation of the speech pathologists for professional activity are caused by philosophy of a modern society development. The culture of building high human relations, teaching students this - is an indisputable value of modern society. Revealing the specifics of social intelligence at each stage of the ontogenetic development of the personality of each student who will be defectologist determines for himself his potential and resources. The principle of parity in the process of professional development of future special educators requires subjective interaction in tandem “teacher-student”, where the teacher not so much teaches, but helps the student to learn independently, as a result of which the student receives not only knowledge but also skills. The leading principles of professional development of the future pathologist should also include the principle of dialogue.

scholarly journals PEDAGOGICAL SYSTEM OF TRAINING OF FUTURE EDUCATIONAL PSYCHOLOGISTS ON THE BASIS OF PRACTICE-ORIENTED TRAINING

2020 ◽  
Vol 65 (1) ◽  
pp. 141-146
Author(s):  
G.N. Manashova ◽  
Keyword(s):  
Theoretical Analysis ◽  
Professional Growth ◽  
Future Teacher ◽  
Professional Activity ◽  
Integral System ◽  
Modern Education ◽  
Optimal Organization ◽  
Educational Psychologists ◽  
The Future

The author substantiates the development of the pedagogical system on the basis of system, competence and personal-activity approaches. The author carried out a theoretical analysis of the concept of "pedagogical system", disclosed in detail the components of the pedagogical system: motivational (personal); cognitive (theoretical); technological (practical) and reflective (evaluative). The article reveals the pedagogical conditions that contribute to the optimal organization of training of the future teacher-psychologist to professional activity on the basis of practice-oriented training. The author notes the role of practice in the integral system of training future teachers-psychologists, in ensuring their professional growth. The result of the pedagogical system is a future teacher-psychologist with formed competencies of readiness for professional activity on the basis of practice-oriented training in the conditions of modernization of modern education.

scholarly journals PEDAGOGICAL CONDITIONS FOR THE FORMATION OF THE COMPETITIVENESS OF FUTURE TEACHERS OF MATHEMATICS

2021 ◽  
pp. 329-332
Author(s):  
Mykhailo Povidaichyk
Keyword(s):  
Professional Growth ◽  
Research Work ◽  
Educational Environment ◽  
Future Teacher ◽  
Professional Activity ◽  
Future Teachers ◽  
School Students ◽  
Student Body ◽  
Mental Work ◽  
The Future

The presence of fierce competition in all spheres of modern society requires appropriate training of professionals who have a new style of thinking and non-standard approaches to solving problems. The competitiveness of the teacher is seen as a competitive advantage, manifested in his unique abilities. This is an indicator of successful professional activity, the ability to be more in demand compared to other teachers due to a number of personal and professional qualities that determine a high level of professionalism in his field. The purpose of the article is to substantiate the pedagogical conditions for the formation of the competitiveness of the future teacher of mathematics. Research methods: analysis of scientific literature, systematization (to clarify the key concepts of the study), generalization (in order to form the author’s conclusions). There are identified the internal (personal practical experience, activity, communication) and external factors (educational environment, the nature of interpersonal relationships in the student body), which actualize the development of competitive advantages of future teachers. It is substantiated that the efficiency of formation of competitiveness of the future teacher of mathematics increases through realization of such pedagogical conditions: creation of motivational-axiological space for the professional growth of future teachers of mathematics (gives the chance to form motivational, value-ethical and behavioral image of the person, its morality); formation of a competitive educational environment (the formation of the competitiveness of the teacher occurs through the implementation of the functions of the educational environment – adaptive, socio-cultural, developmental); organization of professional selection of school students (provides the admission of young people with a strong interest and inclination to teaching, the desire to master this profession, developed creative potential) and ensure continuity between educational degrees (allows more efficient use the time and resources for professional and personal growth of students, enables continuity of development, adaptation of the future specialist to new conditions of training and vital activity, promotes formation of his general and professional culture); strengthening of the individual and creative nature of educational activities (involves the use of individual forms of work aimed at forming a culture of mental work, training in diagnostic activities, professional observation); early involvement of students into scientific research work (involves the formation of research skills of students).

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