Possibilities of the choice and specification of model of socialization and self-realization of the personality in the system of continuous education

2020 ◽  
pp. 77-85
Author(s):  
Lubov N. Sudyina ◽  
Evgeniy A. Chigishev ◽  
Aleksander I. Kalachikov
Keyword(s):  
Continuing Education ◽  
Future Development ◽  
Personality Development ◽  
Professional Activity ◽  
Lifelong Education ◽  
Professional Environment ◽  
Inner World ◽  
Education Science ◽  
Self Presentations

The paper identifies and systematically clarifies the possibilities of setting and solving the problem of choosing a model of socialization and self-realization of a person in a system of continuing education. The system of continuing education creates the conditions for holistic study and clarification of the possibilities of personality development, in this choice the person chooses the direction of future professional activity, determines the model of self-realization and socialization, the possibilities of which can be represented in a generalized way through the directions of “education”, “science”, “sport “,” Art “,” culture “, etc. The transition from one direction of socialization and self-realization of a person to another direction may be due to changes in the inner world personality and social and professional environment. The ambiguity of the choice of the model of socialization and the model of personal self-realization in the system of lifelong education determines the problem of personification and unification of the assessment of the quality of an individual’s activity in the chosen direction and the selected constructs for assessing the quality of pedagogical meters. In the structure of detailing the models under consideration, concepts are clarified, the principles of identifying and researching the socialization and self-realization of a person in the system of continuing education are highlighted. The quality and productivity of the identified and solved problems of socialization and self-realization can be clarified and presented in various kinds of self-presentations (student portfolio, professional-pedagogical case, etc.) and resume. To study and visualize the quality of socialization and self-realization of a person in the structure of the work organized by the teacher, you can also use questionnaires, whose popularity and the ambiguity in the interpretation of the received data explains the need for future development of program-pedagogical support for the study of the quality of socialization and self-realization of a person in the system of continuing education.

scholarly journals Pedagogical modeling in the activities of a teacher and a scientific and pedagogical worker

2020 ◽  
Vol 8 (2) ◽  
pp. 1 ◽  
Author(s):  
O. A. Kozyreva
Keyword(s):  
Scientific Knowledge ◽  
Personality Development ◽  
General System ◽  
Professional Activity ◽  
Lifelong Education ◽  
Registration Method ◽  
Individual Personality ◽  
The Individual ◽  
Independent Work

Introduction. Pedagogical modeling determines the possibilities of clarifying the used scientific knowledge by teachers in the system of lifelong education and creating new scientific knowledge as a product of theorization, development of anthropologically determined relationships and focused on innovative and productive functioning of environments. The problem of using and encouraging teachers to solve problems using pedagogical modeling is of interest from the s tandpoint of the formed professional skill and scientific and pedagogical activity.Materials and methods. Theoretical and empirical research methods were used in the structure of the work: analysis, synthesis, generalization, comparison, comparison, scientific theorization, study of the work of teachers and student students, registration method, methods of mathematical statistics. The fundamentals of the determination and refinement of the conceptual apparatus were determined in the constructs of the traditional pedagogical methodology (broad, narrow, local meanings) and in the constructs of the innovative pedagogical methodology (adaptive-productive meaning, functional-labor meaning, epistemological-personalized meaning).Results. Pedagogical modeling is determined in the context of the fulfillment of professional and labor functions – in the teacher’s activities, the practice-oriented use of pedagogical modeling predominates, in the activities of the scientific and pedagogical worker there are practical and science-based possibilities of pedagogical modeling. Pedagogical modeling is determined by the resource of personality development and the formation of a culture of individual personality work. In the structure of theorizing the quality of solving problems of forming a culture of independent work of an individual, pedagogical modeling ensures the success of achieving defined and implemented goals of an individual’s activity. Pedagogical modeling is determined by the element and construct of the formation of productivity and success of a person. The system of lifelong education reveals the orientation of the student’s personality development in the context of the formed meanings and technologies of training and education.Discussion and Conclusions. Pedagogical modeling in the professional activity of a teacher and a scientific and pedagogical worker has a general system of theorizing results, but different directions and constructs of creating new didactic and professional pedagogical knowledge. The quality of using pedagogical modeling reveals the prospects for the development of the individual, lifelong education and society as a whole.

Hobby-therapy in professional support of a teacher in the system of continuing education

2021 ◽  
pp. 73-79
Author(s):  
Olga A. Kozyreva
Keyword(s):  
Developmental Psychology ◽  
Personality Development ◽  
Professional Support ◽  
Organized Activities ◽  
Lifelong Education ◽  
Teachers And Students ◽  
Age Appropriate ◽  
Evolution Of Ideas ◽  
Education Science

The description of the possibilities of theorizing the foundations and ideas of hobby therapy is carried out in the mainstream of classical pedagogy and developmental psychology. The concept and models of theorization and implementation of the foundations and ideas of hobby therapy in the professional support of a teacher in the system of lifelong education are highlighted, which determine the foundations of level, age-appropriate, professional development and the formation of a personality in activity and communication as a condition for the success and productivity of an individual. Hobby therapy is viewed as a technology and product of the evolution of ideas and values of humanism, determines the possibility of psycho-correction and self-organization of the quality of solving problems of personality development, self-realization and cooperation in various aspects of the theorized phenomenon. Hobby therapy in the professional support of a teacher is specified through the identified types, principles, functions, technologies of organized activities. The integrity and correct use of the foundations and ideas of hobby therapy in professional support of a teacher in the system of lifelong education is clarified by pedagogical conditions for managing the quality of implementation of ideas and technologies of hobby therapy in professional support of a teacher in the system of lifelong education. Theorization of the foundations and prospects of hobby therapy in professional support of a teacher in the system of lifelong education can be revealed through the active use of the method of analogies in the context of models of socialization and self-realization of a person, this practice can be carried out through education, science, art, culture, sports. The scientific substantiation of the use of the method and technology of hobby therapy in the professional support of a teacher in the system of lifelong education determines the possibilities of the future practice-oriented use of the ideas of psycho-correction and psycho-relaxation in the organization of educational research, research and scientific-pedagogical activities in the work of teachers with teachers and students.

scholarly journals Individual psychological characteristics of personality as correlates of executive activity of university students

2019 ◽  
Vol 70 ◽  
pp. 07007
Author(s):  
Alana Uzdenova
Keyword(s):  
Quality Of Life ◽  
High Efficiency ◽  
Personality Development ◽  
Psychological Characteristics ◽  
Professional Activity ◽  
Emotional Lability ◽  
High Quality ◽  
Definition Of ◽  
The Individual

The theory of the executive activity of a personality and the ability to determine its correlates are analyzed. High efficiency executive activity is considered as a predictor of a high quality of life and professional activity of an individual. The results of the study of the individual psychological properties of the personality associated with the characteristics of performing activities are presented. A combination of properties is highlighted: irritability, sociability, extraversion, which positively affect the type of execution. They form a triad closely associated with all the properties of executive activities. Some personality properties that inhibit the development of characteristics necessary for effectiveness are identified. Aggressiveness and high emotional lability are characteristic of students with low responsibility. According to the research results, mutually exclusive properties are organization and openness. The definition of determinants and correlates of performing activities opens up opportunities for psychologists and educators to create spaces for the development of a highly effective personality. Executive activity is a system construct. Understanding its structure allows us to see its flexibility and form individual trajectories of learning and personality development.

University Continuing Education for Lifelong Learning in Korea

2008 ◽  
Vol 14 (2) ◽  
pp. 190-202
Author(s):  
Haejoo Lee
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Current Status ◽  
Lifelong Education ◽  
Learning Society ◽  
University Continuing Education ◽  
Critical Overview

Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of lifelong education are declining these days due to changes in society and in learners, and because of the commercialisation of UCE. Furthermore, UCE has some problems in actualising lifelong learning society. This paper offers a critical overview of Korean university continuing education. To analyse this system, the characteristics of participants, factors that influence participation in UCE and their effects on learning given the current status of UCE in Korea are examined.

scholarly journals Pedagogical Constructs and Pedagogical Constructors in the Studies of the Basics of Pedagogical Support in the System of Continuous Education

2019 ◽  
Vol 3 (2) ◽  
pp. 111-118
Author(s):  
Тамара Кобзарь ◽  
Tamara Kobzar ◽  
Николай Козырев ◽  
Nikolai Kozyrev ◽  
Елена Митькина ◽  
...  
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Pedagogical Practice ◽  
Continuous Education ◽  
Professional Activities ◽  
Holistic Understanding ◽  
Self Actualization ◽  
Age Appropriate ◽  
Education Science

The present research features the basics of pedagogical support in the system of continuous education in the structure of actualization and generation of various pedagogical constructs and pedagogical constructors that facilitate a holistic understanding of the importance of personality development in the hierarchy of age-appropriate methods, forms, and technologies of educational and socio-professional activities. The authors clarify the concepts of "pedagogical construct", "pedagogical constructor", and "basics of pedagogical support in the system of continuous education". These concepts are described in the context of the adaptive-acmepedagogical, personified-productive, and functional-labor approaches that provide traditional and innovative models of the study and research of scientific-pedagogical phenomena and events, thus improving the quality of pedagogical solutions on micro-, meso-, and macro level. The implemented methods and technologies optimize the quality of production and facilitation, cooperation and self-realization, socialization, and self-actualization. The multidimensionality of the approach reveals the prospects for a teacher who would contribute to the personal development (construct "I want, I can, I must, there is"), as well as holistic and system-mobile formation of the student. In this research, a student is understood as a product that unites all the components of education: science, art, culture, sports, and other areas of socialization and self-realization. Pedagogical constructs and pedagogical constructors in the studies of the basics of pedagogical support in the system of continuous education are determined in various simulated and realized conditions, where productivity, personification, and health saving technologies determine the integrity of the choice of opportunities and results of pedagogical practice and pedagogical activity.

Family and Professional Functioning in Patients With Personality Disorders

2016 ◽  
Vol 33 (S1) ◽  
pp. S508-S509
Author(s):  
A. Zioła ◽  
M. Wypiór ◽  
A. Sobieraj ◽  
K. Krysta
Keyword(s):  
Domestic Violence ◽  
Marital Status ◽  
Personality Disorders ◽  
Personality Development ◽  
Education Level ◽  
Professional Activity ◽  
Competing Interest ◽  
Hospital Statistic ◽  
Medical University

IntroductionPersonality disorders (PD) are weight group of conditions. As possible causes of PD, literatures indicates being victim/witness of domestic violent. There is valid suspicion that PDs may have influence on marital status, education level and professional activity.ObjectiveStudying the PD influence on patients quality of life concerning both personal and professional areas of life.AimAnalysis of the exposition to the violence in relation to PD diagnosis. Evaluation of the education level and professional activity in studied group, furthermore marital status.MethodsRetrospective analysis of 123 patients diagnosed with PD hospitalized over the years 2012-2015 in the Department of psychiatry and psychotherapy, medical university of Silesia hospital. Statistic analysis of variables and comparing with previous researches.ResultsThree quarters of hospitalized patients were females.Average age was about 50 years old.Proximal martial status: 40% single, 60% formalized relationship (about 20% were divorced).Among participants, 50% were employed, and 80% have completed at least 12 years of education.About 40% had been victim/witness of domestic violence.ConclusionsThe patients with PD had often experienced the domestic violence in childhood. Higher risk of impaired personality development with patients, who had been violence victim or witness is possible and they need to be advised accordingly. Research did not reveal PDs’ influence on the education level. To define correlation between employment or marital status and PD further researches are needed.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Pedagogical Constructs and Pedagogical Constructors in the Studies of the Basics of Pedagogical Support in the System of Continuous Education

2019 ◽  
pp. 111-118
Author(s):  
Тамара Кобзарь ◽  
Tamara Kobzar ◽  
Николай Козырев ◽  
Nikolai Kozyrev ◽  
Елена Митькина ◽  
...  
Keyword(s):  
Personal Development ◽  
Personality Development ◽  
Pedagogical Practice ◽  
Continuous Education ◽  
Professional Activities ◽  
Holistic Understanding ◽  
Self Actualization ◽  
Age Appropriate ◽  
Education Science

The present research features the basics of pedagogical support in the system of continuous education in the structure of actualization and generation of various pedagogical constructs and pedagogical constructors that facilitate a holistic understanding of the importance of personality development in the hierarchy of age-appropriate methods, forms, and technologies of educational and socio-professional activities. The authors clarify the concepts of "pedagogical construct", "pedagogical constructor", and "basics of pedagogical support in the system of continuous education". These concepts are described in the context of the adaptive-acmepedagogical, personified-productive, and functional-labor approaches that provide traditional and innovative models of the study and research of scientific-pedagogical phenomena and events, thus improving the quality of pedagogical solutions on micro-, meso-, and macro level. The implemented methods and technologies optimize the quality of production and facilitation, cooperation and self-realization, socialization, and self-actualization. The multidimensionality of the approach reveals the prospects for a teacher who would contribute to the personal development (construct "I want, I can, I must, there is"), as well as holistic and system-mobile formation of the student. In this research, a student is understood as a product that unites all the components of education: science, art, culture, sports, and other areas of socialization and self-realization. Pedagogical constructs and pedagogical constructors in the studies of the basics of pedagogical support in the system of continuous education are determined in various simulated and realized conditions, where productivity, personification, and health saving technologies determine the integrity of the choice of opportunities and results of pedagogical practice and pedagogical activity.

scholarly journals PEDAGOGICAL SUPPORT AND SCIENTIFIC DONATION IN ADAPTIVE-PRODUCTIVE DEVELOPMENT OF PERSONALITY IN THE SYSTEM OF CONTINUing EDUCATION

2021 ◽  
Vol 31 (1) ◽  
pp. 94-107
Author(s):  
S.V. Konovalov ◽  
N.A. Kozyrev ◽  
O.A. Kozyreva
Keyword(s):  
Continuing Education ◽  
Personality Development ◽  
Pedagogical Knowledge ◽  
Age Related ◽  
Related Development ◽  
Innovative Pedagogy ◽  
Traditional Pedagogy ◽  
Selection Of ◽  
Productive Development

The article describes the possibility of using an adaptive-productive approach in regulating and theorizing the quality of creating demanded products of an individual’s activity and new professional and pedagogical knowledge. In the structure of adaptive-productive personality development in the system of continuing education, the basics of clarifying the quality of the use of pedagogical support and scientific donation are highlighted, which is due to the humanization and age-related development of personality in socially, professionally and personality-oriented environments. The foundations and models of communication and concretization of the quality of solving the problems of pedagogical support and scientific donation in the development of personality in the system of continuing education are determined. The concept of “scientific donation” has been clarified from the perspective of traditional and innovative pedagogy. In traditional pedagogy, broad, narrow, and local meanings are allocated for theorizing the foundations of scientific donation. In innovative pedagogy - adaptively productive, creatively productive, synergetic, unified meanings are used. The selection of methods and forms of organization of scientific donation in the system of continuing education is disclosed. The functions of pedagogical support and scientific donation are systematically detailed in the description, as well as the principles for implementing the ideas of pedagogical support and scientific donation, pedagogical conditions for increasing the effectiveness of pedagogical support and scientific donation in adaptively productive personality development in the system of continuing education. Prospects for the development of the idea of pedagogical support and scientific donation in adaptively productive personality development in the system of continuing education are determined.

scholarly journals Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker

2021 ◽  
Vol 9 (1) ◽  
pp. 3
Author(s):  
O. A. Kozyreva
Keyword(s):  
Student Teachers ◽  
Scientific Knowledge ◽  
Scientific Research ◽  
Professional Activity ◽  
Lifelong Education ◽  
Registration Method ◽  
Research Activities ◽  
Innovative Pedagogy ◽  
Pedagogical Research

Introduction. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveal the possibilities and prospects of including a person in the process of scientific knowledge, scientific research, research activities in the system of lifelong education and pedagogical science in general. The problem of using scientific theorization and pedagogical modeling in solving problems of determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is integrated, its solution is important from the standpoint of integrity and uniqueness, the relevance and prospects of the new scientific knowledge obtained in pedagogy as a science.Materials and Methods. In the structure of the determined scientific search, theoretical and empirical research methods were involved: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization, study of the work of teachers and student teachers, trainers and leaders, the registration method, the scaling method, methods of mathematical statistics. The foundations of scientific theorization were implemented in the context of the ideas of traditional pedagogical methodology (broad, narrow, local meanings), as well as innovative pedagogical methodology (adaptive-productive meaning, functional-labor meaning, epistemological-synergetic meaning).Results. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker is revealed through the possibilities of classical (traditional) and innovative pedagogy. The prospects for generalization and unification of the use of pedagogical conditions in the professional activity of a scientific and pedagogical worker are determined by the conditions for the development and correctness of the use of the foundations of scientific knowledge, scientific research and scientific and pedagogical research. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker makes it possible to improve the quality of solving problems of scientific research and professional pedagogical activity. Pedagogical conditions are a model for optimizing the quality of presentation and solving problems and problems of scientific research and scientific and pedagogical activity. Pedagogical conditions are determined by a system of provisions (models) and are used in scientific theorization and proving of various opportunities for improving the quality of professional and pedagogical activity. The system of lifelong education reveals the direction of the processes of theorizing and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker.Discussion and Conclusions. Theorization and modeling of pedagogical conditions in the professional activity of a scientific and pedagogical worker reveals the prospects of ideas for creating a new didactic and professional pedagogical knowledge in the context of flexible management of the possibilities of using pedagogical modeling and scientific theorization. The quality of the use of scientific theorization and pedagogical modeling in the determination and clarification of pedagogical conditions in the professional activity of a scientific and pedagogical worker is determined in the ideas and constructs of classical and innovative pedagogy.

Model of the Formation of Deontological Readiness of Future Physical and Occupational Therapists for the Implementation of Professional Activities

2020 ◽  
Vol 5 (6) ◽  
pp. 308-316
Author(s):  
O. Bespalova ◽  
◽  
N. Zakalyak ◽  
А. Kolesnik ◽  
А. Sitovskyi ◽  
...  
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Occupational Therapists ◽  
Scientific Data ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Activities

In the course of terminological analysis, the content of the concepts "modeling" and "model" was substantiated, the author's model of formation of deontological readiness of future physical and occupational therapists for professional activity was theoretically substantiated and developed, aimed at improving the quality of professional training in the formation of deontological behavior. Material and methods: theoretical analysis and systematization of scientific data of modern domestic psychological-pedagogical, methodical and specially-profiled literature for studying the relevance and state of development of the outlined problem; structural analysis to determine the structure of deontological readiness with its constituent components; modeling method for the development of a model for the formation of deontological readiness of future bachelors in physical therapy, occupational therapy to carry out professional activities. Results and discussion. The model includes target (purpose and tasks), content-technological (methodological approaches, pedagogical conditions, principles, stages of formation, forms, methods and means of organizing students' learning activities), diagnostic (criteria, indicators and levels of formation) and effective (deontological readiness), which are aimed at optimizing the educational process of students. The purpose of the developed model is to form deontological readiness of future physical and occupational therapists for professional activity. The tasks included: increasing the motivation of physical and occupational therapists to educational activities in general and mastering the theoretical basis of deontological knowledge in particular, as well as the orientation of interests and needs to form a deontological position in relation to the subjects of professional activity; formation of a holistic system of deontological knowledge necessary for the implementation of appropriate professional conduct in professional activities; development of professionally significant individual qualities and formation of professional orientation of personality; development of skills and formation of experience in building deontological relations in the process of professional interaction. Theoretical and methodological basis were: systemic, axiological, personal, deontological and competency approaches; general didactic (clarity, systematicity and consistency, accessibility, feasibility, activity and consciousness, science-based, individualization, collectivity, problems, developmental learning) and specific (principle of social conditionality, principle of humanization, principle of strength of knowledge acquisition, principle of practical orientation of learning, and situation-based) principles. Criteria (motivational, theoretical, personal, praxiological) and indicators were determined in accordance with the structural components of deontological readiness. Conclusion. The practical implementation of the developed model for the formation of their deontological readiness will increase the level of professional competence of these specialists

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