Educational and professional environment as a factor of formation of professional identity of future healthcare professionals

2021 ◽  
Vol 42 (2) ◽  
pp. 5-10
Author(s):  
O. M. Kasyanova ◽  
◽  
A. H. Razumna ◽  
K. D. Karunik ◽  
T. O. Stryzhenko ◽  
...  
Keyword(s):  
Professional Identity ◽  
Educational Institution ◽  
Professional Community ◽  
Full Time ◽  
Self Presentation ◽  
Identity Processes ◽  
Professional Self ◽  
Higher Educational ◽  
A Site

Habilitation of modern specialists of the health service sphere in a higher educational institution envisages the purposeful formation of their standard professional identity that will provide their future professional sustainability. This shaping of professional identity in the higher educational institution as a task for educational and professional process needs to reproduce compliant pedagogical conditions, e.g., creation and organization of functioning of the educational-&-professional community as a site for professional and communicative self-affirmation and for professional self-determination of a future specialist. Creating and functioning of the educational-&-professional community in modern university actualizes in two forms — real (full-time) and virtual (remote). A pedagogical management which helps to form the professional identity in the conditions of the educational-&-professional community envisages organization of its functioning, solving educationally and professionally prompted tasks by the students, referring the pedagogical request to the specialists who will join this community and will provide fulfillment of the identity processes via students’ vocational self-presentation and reflective self-analysis, via experts’ assessment, facilitation and analysis of adequacy for the students’ vocational choice — these will serve as the basis of further perfection of educational and professional development of a higher educational institution. Approving the teaching doctors’ pedagogical willingness to create the educational-&-professional community may be achieved within the cyclic retraining which has confirmed its efficiency.

scholarly journals ROLE POSITIONS OF THE TEACHER AS A FACTOR OF FORMATION OF PROFESSIONAL IDENTITY OF FUTURE DOCTORS

2021 ◽  
pp. 210-216
Author(s):  
A. RAZUMNA
Keyword(s):  
Professional Identity ◽  
Educational Institution ◽  
A Priori ◽  
Professional Community ◽  
Medical Professionals ◽  
Ideal Self ◽  
Student Centered ◽  
Motivational Aspect ◽  
Relevant Role ◽  
Personal Approach

The article reveals the influence of the role positions of "mature personality", "qualified specialist", "coach (effective student)", chosen by the teacher-doctor in cooperation with medical students, on the formation of their personal-professional (metaprofessional), professional and educational professional identity. It is stated that professional identity is a stabilizer of personal, professional, developmental educational and professional orientation of the future specialist, is a mental source of building the image of the ideal self. It is noted that in the motivational aspect and improvement of certain own professionally important characteristics and competencies, attempts to meet the socialization norms and modern requirements of the professional community, to which he a priori belongs. The formation of the student's identity in the educational institution occurs in the processes of identification of the teacher as a reference person, self-identification through imitation of his important traits and role positions, reflection of the teacher's assessments of his role manifestations. It is shown that the actualization by the teacher of certain role positions in interaction with students gives them the opportunity to self-identify as individuals, future medical professionals, effective students through the vicar's mastery of specific practical actions. Facilitation support by the teacher of students' actualization of relevant role positions promotes self-affirmation of their respective identities. It is established that in the situation of students' interaction with the teacher two groups of processes are actualized, which determine the formation of their identity: the first - self-determined - is realized as self-determination and self-construction on the basis of observation of the teacher as a model. his role manifestations on the part of the teacher, who facilitates and mentally consolidates his self-identification image. It is determined that the pedagogical essence of the teacher's role positions corresponds to modern pedagogical approaches that are implemented in the training of future medical professionals: the role of "mature personality" - personal approach, "specialist" - competence, "effective student" - student-centered.

scholarly journals Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

2020 ◽  
Vol 22 (1) ◽  
pp. 84-112
Author(s):  
E. G. Belyakova ◽  
I. G. Zakharova
Keyword(s):  
Professional Identity ◽  
Teaching Profession ◽  
Educational Process ◽  
Self Determination ◽  
Practical Significance ◽  
Educational Trajectories ◽  
Research Procedure ◽  
Professional Self ◽  
Active Implementation

Introduction. In the context of increasing transfessionalism of labour market and growing socio-economic uncertainty, modern students, including future teachers, should not only master the chosen specialty, but also be ready for meaningful entry into the profession. This process, which does not work according to the traditional model, but implements the principles of individualisation of education, has not been studied yet in higher education. The lack of analytical information on professional self-determination implementation, what affects it and students’ perceptions of their own professionalism do not allow psychological and pedagogical preparation for the upcoming employment to be purposefully and effectively organised.Aim. The present research is aimed at identifying the general and specific characteristics of professional self-determination of students-teachers of primary courses of undergraduate studies, while their training is organised through individual educational trajectories.Methodology and research methods. The development of the research procedure was based on the provisions of the author’s concept of semantic mechanisms of professional self-determination, according to which the basic types of activity of the subject of the professional path are the design of the professional future, its active implementation and reflective understanding of experience. The diagnostic complex combined the assessment of students' professional self-determination through objective methods with the opinions of students themselves about the process of their professional development. Processing of the results included descriptive statistics procedures and data clustering using the K-means method.Results and scientific novelty. Typological groups of students are identified taking into account different indicators of professional self-determination and professional identity. It has been established that there are at least four different variants of professional self-determination in the junior years of Bachelor’s programmes in Pedagogy (“positive pedagogical identity”, “teachers making choice”, “undecided” and “non-educators”). Detailed differences between these groups are presented. The parameters of differences include the formation of a personal professional plan, an emotional attitude to the profession, degrees of conscious activity, self-esteem “I am a professional”, subjective satisfaction with professional deve lopment based on the following interconnected aspects: accepted values of teaching profession, self-efficacy in solving pedagogical problems, opportunities for self-realisation and for choosing a direction and development methods, experiencing identity, understanding of own vocation, motivation for pedagogical activity. It is noted that positive respondents’ self-identification in the teaching profession is combined with high activity in the development of pedagogical experience from various sources. It is concluded that there is the need for differentiated psychopedagogical support of students taking into account the characteristics of their professional self-determination.Practical significance. The model, previously designed by the authors to accompany professional self-determination of teachers-students, is clarified. In accordance with the results obtained, the authors make recommendations concerning the development of content and organisation of such support in the conditions of educational process individualisation.

scholarly journals Training Technologies as Means for Forming the Professional Identity of Police Officers during Professional Genesis

2020 ◽  
Vol 76 (1) ◽  
pp. 167-171
Author(s):  
O. Y. Shlomin
Keyword(s):  
Professional Identity ◽  
Police Officers ◽  
Professional Community ◽  
Psychological Theory ◽  
Educational Institutions ◽  
Professional Activities ◽  
Professional Self ◽  
Effectiveness Of Training ◽  
Training Exercises ◽  
National Police

One of the modern technologies for training and developing individuals is a variety of trainings, including professionally-oriented ones. Since the training of modern police officers in higher educational institutions with specific learning conditions should focus on professional self-development of personality, formation and development of professional identity and other necessary personal and professional qualities, the aim of the study was to identify the effectiveness of training procedures on the dynamics of professional identity. Modern concepts of professional genesis, psychological theory of activity and the concept of genetic development of personality became the methodological basis of the study. It is noted that the developed and worked out program of comprehensive training to optimize the professional genesis of the employees of preventive units of the National Police consists of three modules and allows participants to solve problems (professional and life) situations during training exercises. It was found out that the training expands the knowledge of cadets on the professional identity of police officers, helps to deepen their knowledge of the prerequisites for professional formation and development, outlines their priorities in professional activities. It is established that after the training there is a positive dynamics of growth of both the level of professional identity of cadets in the whole and its individual components. In particular, the design-behavioral and motivational-value components of professional identity have been changed, which indicates about a clearer assessment of cadets’ professional plans, as well as clarity, independence in the process of building them, the desire to remain in the profession and to be successful there. The author has noted the cadets’ need for self-realization, the conformity of their personal and life values to the values of the profession and the professional community, the value of the chosen profession for them, the established emotional attitude of cadets to the chosen police profession and to themselves as its representative. It is expedient to use the received results of the research for drawing up the programs of psychological support of police officers at various stages of the professional genesis.

The features of distance teaching of the disciplines "Printing Technologies" and "Copy Editing" in the mode of lectures and practical classes

2021 ◽  
pp. 182-185
Author(s):  
Elena Viktorovna Rostovtseva
Keyword(s):  
Distance Learning ◽  
Educational Institution ◽  
Layout Design ◽  
Full Time ◽  
Distance Teaching ◽  
Basic Principles ◽  
Higher Educational ◽  
The Difference

The article deals with the problems of distance learning, the need for which arose as a result of the coronavirus epidemic, at the full-time department of the higher educational institution. The features of learning in remote mode the basic principles of layout design edition, principles of layout of various types of publications, the difference between printing formats, and the specificity of the proportions of text columns are demonstrated.

scholarly journals Pedagogical conditions of communicative competence formation of the future specialists for socionomic professions

2021 ◽  
Vol 1 (6) ◽  
pp. 133-147
Author(s):  
Tretiak O. S. ◽  
◽  
Chebonenko S. O. ◽  
Moshta I. M. ◽  
◽  
...  
Keyword(s):  
Communicative Competence ◽  
Educational Institution ◽  
Independent Study ◽  
Educational Process ◽  
Interactive Methods ◽  
Communication Style ◽  
Practical Significance ◽  
Self Presentation ◽  
Higher Educational ◽  
Basic Communication Skills

Pedagogical conditions of motivation formation for the development of communicative competence of future specialists in socionomic professions during seminars and practical classes online and offline using interactive methods are defined in the article. The purpose of the article is to substantiate the pedagogical conditions that allow to form future specialists’competences who get higher education in the specialty 081 “Law” at the first (bachelor’s) level, motivation for the development of their communicative competence in the process of studying psychological disciplines. Methodology of the article. The disclosure of the theoretical foundations of pedagogical conditions in order to form communicative competence of future specialists of socionomic professions is based on the analysis of interactive methods and technologies used in the educational process. Theoretical and methodological basis of the article consists of didactic principles and teaching theories, as well as a system of interactive methods and tools that ensure the development of communicative abilities of future professionals in socionomic professions. Results. Substantiation of pedagogical conditions for communicative competence formation of future specialists of socionomic professions at different stages of education in a higher educational institution: adaptation, formation, primary professionalization. To this end, the analysis of publications of both domestic and foreign scholars on the subject, which identified pedagogical conditions necessary for the development of basic communication skills, mastering the technique of interpersonal interaction, forming an individual style of communication by using verbal and nonverbal means, develop the ability to self-presentation. Practical significance of the results is determined by the development of recommendations for teachers who create pedagogical conditions for forming communicative competence of future specialists in socionomic professions to master psychological technique of persuasion and suggestion, individual communication style, ability to resist manipulation, ability to express empathy as an emotional response. Substantiated pedagogical conditions for forming communicative competence of future specialists in socionomic professions must be taken into account in the educational process that will ensure their willingness to cooperate, generalize, analyze and perceive information, the ability to present the ideas logically and reasonably. Value (originality). The originality of the research reveals itself in the fact that it combines different approaches to creating pedagogical conditions for forming communicative competence of future specialists in socionomic professions, in the process of their education in higher educational institution both online and offline. Key words: future specialists, socionomic professions, communicative competence, pedagogical conditions, stages of training, independent study, methods, technologies.

scholarly journals OPTIMIZATION OF THE PROCESS OF ADAPTATION OF A STUDENT TO A HIGHER EDUCATIONAL INSTITUTION

2021 ◽  
pp. 20-27
Author(s):  
V. BILOPOLYI ◽  
M. SKLADANOVSKA
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Institution ◽  
Psychological Support ◽  
Teaching Staff ◽  
Adaptation Process ◽  
Creative Potential ◽  
Higher Educational ◽  
The University

Formulation of the problem. The problem of adaptation of students to institutions of higher education in our time is of great scientific and practical importance. The breakdown of dynamic stereotypes during the transition from the school system to higher education, the change in living conditions for nonresident students, a new social environment − all this accompanies the freshman and requires the formation of psychological mechanisms of adaptation of the personality of yesterday's schoolchild to new conditions of life and activity. The purpose of the research: determination of the structural components of the adaptation process, determination of the main directions of optimization of the adaptation process, creation of a multifunctional model of the student's adaptation process to the university. Conclusions. The main goal of optimizing the process of adaptation of a student to the university is to create conditions for the development, self-improvement and disclosure of the creative potential of the student's personality. So, we see the same ways of solving the indicated problems: psychological and pedagogical training of the supervisors of student groups; introduction of innovative technologies in the pedagogical process; improving the psychological and pedagogical qualifications of the teaching staff of a higher educational institution; work with gifted youth, development of students' creativity in the learning process; development of student initiative and self-government; psychological support of methodological and educational work in a higher educational institution; psychological support for the development of the student's personality in the learning process: mastering the skills of independent work, communication skills, disclosing the psychological characteristics of the development of one's creative potential, solving personal problems.

scholarly journals Peculiarities of Professional Self-Determination of Students

2021 ◽  
Vol 3 ◽  
pp. 3-10
Author(s):  
Alla Bodnar ◽  
Kateryna Rybalochka
Keyword(s):  
Decision Making ◽  
Professional Identity ◽  
International Student ◽  
Control Level ◽  
Strong Relationship ◽  
Self Determination ◽  
Additional Information ◽  
Professional Self ◽  
Additional Support

The article addresses the problem of professional self-determination of university students; describes the main approaches to the concept of professional self-determination, its components and stages; analyzes the experience of professional self-determination of international student, and highlights the key trends and practices that can be used in Ukrainian universities; and investigates interrelations between professional self-determination and professional identity.The results show that such indicators of professional self-determination as Autonomy, Decision-making, and Planning have an average degree of severity. But the Information scale was the lowest one. It indicates the need for organizing additional information activities and courses. Also, a strong relationship was found between Autonomy, Decision-making, Planning skills, and the formation of professional identity. It emphasizes the importance of developing these components in an integrative way. The research reveals that the main status of professional identity among students is the moratorium (crisis of choice). It indicates that most students are undecided and looking for professional trajectories, options of career development, and they need additional support in this area. Also, most students have an average subjective control level. We can conclude that they are ready to make decisions, with additional support and coaching.As a result of the analysis of the experience of international students, the following practices that can help to promote professional self-determination: a separate course “Marketing Yourself”; a task to create MindMap of yourself (about interests, dreams, aspirations, fears and doubts); career centres that regularly organize lectures; resume and interview workshops; and writing reflections after every course.

PEDAGOGICAL MONITORING SYSTEM TO ASSESS HIGHER EDUCATIONAL INSTITUTIONS STUDENTS� READINESS TO CONTINUOUS PROFESSIONAL EDUCATION

10.12737/1458 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 16-23
Author(s):  
������� ◽  
Nina Lezhneva
Keyword(s):  
Monitoring System ◽  
Professional Education ◽  
Educational Institution ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Self Development ◽  
Professional Self ◽  
Higher Educational ◽  
Set Up ◽  
Support Students

The author shares her own practical ideas of how to set up monitoring system to assess and correct the students� readiness for continuous professional education. Theoretical basics of such monitoring system and details of its establishment in higher educational institutions are defined. Among the main features of monitoring system are highlighted: the object, the subject, goals, main requirements and informational framework. Conceptually monitoring is based on the model of higher educational institution graduate, where the graduate continues his professional education. It is accepted that the model has value-motivational, cognitive, reflexive and activity components, which serve as initial metrics for the monitoring system designing. Various functions of monitoring system are revealed, including constructive and indicative, information and analytical, integration, research and strategic planning. In addition to a set of principles, traditional for monitoring systems designing and implementing, the author provides the rationale for the humanization principle, which makes it possible to treat monitoring system as a means to support students� professional and personality self-development, professional self-determination and self-fulfillment. Peculiarities of monitoring at different stages of students� readiness to continuous education (adaptive-and diagnostic, prospective-and-developmental, reflexive-and-regulatory) are described.

scholarly journals FUTURE PSYCHOLOGISTS PROFESSIONAL SDENITY FORMATION

2020 ◽  
Vol 21 ◽  
pp. 102-106
Author(s):  
O. Andrievska-Semenyk
Keyword(s):  
Professional Identity ◽  
Professional Competence ◽  
Early Adulthood ◽  
Professional Community ◽  
Professional Activity ◽  
Psychological Conditions ◽  
Complex Processes ◽  
The Future ◽  
Professional Self ◽  
Psychological Knowledge

Abstract. The article is devoted to the professional identity mechanism formation features study of future psy-chologists during their studies in higher educational institutions (HEIs). Systematization of psychological knowledge about the development and formation of personality as a professional activity subject is extremely important. The author considers it expedient and perspective to supplement and expand this knowledge, aiming at improving and innovatively filling the higher education modern information educational space resources. After all, one of the key points of providing and receiving education is the creation of effective psychological conditions for the future professionals professional competence formation. Investigating the socio-professional adaptation of students of psychology, scientists pay special attention to the formation of their professional identity, as one of the most important factors in the future professionals professionalism and competitiveness formation. Despite the growing interest of researchers in professional identity, the question of forming the future practical psychologists professional identity remains open. Based on empirical and theo-retical research, the author attempted to identify features and stages of psychological aspects formation of professional identity in students of psychology, as well as to analyze the that determine the formation of personal and social identity in adolescence and early adulthood. Theoretical aspects of the relationship between professional identity and adaptation as a prerequisite for successful identification of a future psychologist are also analyzed. According to scientists, the iden-tity of a person is based on the culture with which he interacts, so there is an inseparable link between identity and socio-cultural environment. By the analogy, we can assume that professional identity develops in the interaction process with the professional environment, and this process begins at the stage of optation. The formed professional identity is the result of professional self-determination and adaptation complex processes, which is manifested in the awareness of the chosen profession and the professional community representative, ready to perform professional duties.

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