scholarly journals ГЕНДЕРНО-ВІКОВІ ТА ОРГАНІЗАЦІЙНО- ПРОФЕСІЙНІ ЧИННИКИ КРЕАТИВНОГО ПОТЕНЦІАЛУ ФАХІВЦІВ СОЦІАЛЬНОЇ РОБОТИ

World Science ◽  
2018 ◽  
Vol 3 (8(36)) ◽  
pp. 50-56
Author(s):  
Балахтар В. В.
Keyword(s):  
Professional Development ◽  
Self Regulation ◽  
Organizational Factors ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Experience ◽  
Way Of Life ◽  
Creative Potential ◽  
Self Development ◽  
Professional Self

The article deals with the age and organizational factors of the creative potential of Social Work specialists. On the basis of the results of the empirical study, the level of creative potential, the indicator of creative potential depending on gender, place of the residence of specialists, length of work, the stage of professional development ("self- determination as a specialist", "the stage of self-projecting of professional path"), "self-regulation in professional self-development, self-affirmation and self-improvement in professional activity ","self- realization of a specialist as a professional, the achievement of “achme”, “a reflection of professional experience and self-creation of meaning further way of life”.

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 Professional Reflection as Constituent of Personality Self-Development of Future Lawyer

2017 ◽  
Vol 5 (4) ◽  
pp. 99-111
Author(s):  
Oksana Kulida
Keyword(s):  
Social Life ◽  
Professional Training ◽  
Positive Attitude ◽  
Activity Patterns ◽  
Self Regulation ◽  
Self Determination ◽  
Professional Activity ◽  
Self Reflection ◽  
Self Development ◽  
Professional Self

In the article the professional training of a future specialist is analyzed; development, self-development, self-determination and self-reflection are its main tasks. It is proved that reflection plays the synthesizing role and encourages the widening of the personality limits. The reflection essence is personality’s realizing oneself as a potential or a real subject of a particular professional activity. According to the lawyers’ professional training results this activity determines not only proper specifics of the attitude to a profession but one’s personal or social life. It has been justified that professional self-reflection is carried out as the initial professional self-determination of a personality and the series of professional choices. It is noted that the positive attitude to oneself encourages the positive attitude to the future and awareness of one’s abilities in achieving a goal is taking place on the conditions of a positive attitude to future. It has been proved that one of the main components influencing the formation of today’s specialist abilities in achieving success in professional activity and professional self-actualization is the high level of the formed professional self-consciousness. The model of professional self-reflection of a future specialist corresponds to the psychological structure of self-consciousness and it has three subsequent interconnected stages: professional self-knowing, self-attitude and self-regulation, the content of which is determined by peculiarities of professional activity of a specialist and requirements set by a personality to one’s professional knowledge, skills and professionally important qualities. It is emphasized that professional self-reflection specifies the understanding oneself as a subject of a particular professional activity and involves the availability of: the conscious process of forming one’s attitude to the professional-working sphere; self-assessment of one’s individual psychological qualities and comparing one’s abilities with psychological requirements to a profession; the constant search for senses in a professional activity; self-regulation of behavior carried out through correlation of inner-personal and social-professional needs and directed to reaching a set goal. It has been proved that reflection activity is an important condition of self-development of a personality, an indicator of personal and professional values and senses determining the culture of activity. Reflection activity is considered as one of the ways education modernization and a mechanism of independent development, search, discovery, creation or making a new product, constructing individual experience, experimental check of external impacts, stereotypes, activity patterns, self-development forecasting.

scholarly journals Universal coordinates and methods of reformatting an ambiguous humanitarian paradigm

2021 ◽  
Vol 84 (4) ◽  
Author(s):  
V.I. Tsoі ◽  
Keyword(s):  
Self Regulation ◽  
Qualitative Difference ◽  
Functional Model ◽  
Self Determination ◽  
Educational Activity ◽  
Professional Activity ◽  
Market Uncertainty ◽  
Or Efficiency ◽  
Professional Activities ◽  
Professional Self

In the conditions of market uncertainty, the coronavirus pandemic, the absence of an officially articulated national idea, national interests and ideology in Kazakhstan, the problem of the lack of logically justified and coordinated coordinates of systemic thinking, an unambiguous paradigm of humanitarian thinking (analytical, pedagogical, managerial, economic, etc.) is becoming more and more clearly realized as the most important conditions for personal, civil and professional self-determination. The purpose is to substantiate the general logical coordinates and methods of reformatting the ambiguous humanitarian paradigm used in the activity. The study used various methods: the ontological principle of genetically meaningful logic, the method of transformation of concrete images of objects based on their abstract essence, the method of ascent from the abstract to the concrete, the speculative language of schematic images of thought and the language of methodological theory of activity. Logically justified universal abstract-concrete coordinates of universal motion are given. In relation to life and the world of activity, they can be concretized by coordinates: "standard of living – efficiency of activity", or "efficiency of activity – time", or "results – costs", or "quality – quantity", etc. The use of motion vectors in the logic of descent from the concrete to the abstract (NCA), ascent from the abstract to the concrete (AAC), as well as in their combination – logic CAC gives certainty to thinking. As an example, the scheme of the qualitative difference between educational (pre-professional) activities from professional ones using these methods and paired dialectical categories is given. The scheme and description of the functional model of the system object, considered as a rubicon of the transformation of educational activity into professional activity, are given. To reformat the indefinite, ambiguous paradigms of the humanities used in the activity into functional-logical, visible, constructive and unambiguous, it is recommended to use abstract-concrete coordinates, the methods given, the language of schematic images and the paradigm of the methodological theory of activity. As an example, the concept of a typical unit of activity development is given. A visible unambiguous paradigm is a necessary, but not sufficient prerequisite for adequate personal, civil and professional self-determination of a person in situations of high uncertainty. A sufficient prerequisite is the acquisition by subjects of appropriate reflexive-thinking abilities for self-determination, self-organization, self-regulation, etc.

scholarly journals The adoption of educational and professional task and professional development

2018 ◽  
Vol 27 (3) ◽  
pp. 207-212
Author(s):  
N.V. Prorok
Keyword(s):  
Professional Development ◽  
Negative Influence ◽  
The Self ◽  
Professional Activity ◽  
Psychological Model ◽  
Education Professional ◽  
Self Development ◽  
Professional Self ◽  
It Skills ◽  
Practical Task

In the article is show the results of experimental research of process acceptance and realization by a psychologist the education-professional problem, what is embedded in professional-practical task. Was proposed the psychological model of its process, the basic component of it is: the demands in the self-changing, motivational-target formation «desire for self-improvement», the problematization of  available forms and means of professional activity, the ability to the solving of new educational-professional tasks. Was showed that the formulation of the specific perceived education-professional problem is doing when the personality desire to the self-development is available. Just because of it skills and abilities takes some practical direction – to the realization of the aim. Was substantiated that the solving of professional-practical task which was formed in professional life is not realize without the access to the educational space.  That’s why the professional self-development is realizing in the context  of self-education, what becomes a tool of the self-development. Are outlined the main types of professional development of practical psychologists (follow the criteria of the presence of a desire for self-improvement): «adaptive» – the subject is ready to set the teaching and educational tasks which are «into» the professional function and direction to the improve of the existing competencies; «active» – the specialist  set the teaching and educational tasks which aimed to expansion of competencies which are formed and used; «protective» – declaration of intention to work with itself, the teaching and educational tasks are not setting; «passive» – the person declarates the absence of desire to work for self-improvement. The behavior of professional within other types of professional development can have a positive or negative influence to professional activity.

scholarly journals DYNAMICS OF DEVELOPMENT OF THE EDUCATORS’ PROFESSIONAL SELF-CONSCIOUSNESS IN THE PROCESS OF PROFESSIONAL SKILLS IMPROVING

2020 ◽  
Vol 1 (1) ◽  
pp. 83-95
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Professional Community ◽  
Self Control ◽  
Professional Activity ◽  
Professional Experience ◽  
Years Of Experience ◽  
Professional Skills ◽  
Cognitive Component ◽  
Professional Self

The article is devoted to the study of the problem of dynamics of development of professional self-consciousness of educators in the process of professional skills improving. To the empirical research were involved 385 individuals — senior students who do not have professional experience; educators who at the time of the study worked on the specialty less than 5 years, from 5 to 10 years or more than 10 years. It was found that the value-semantic component is the most important component in the self-consciousness of specialists of pedagogical profession, regardless of the level of qualification. The cognitive component gaines more weight for educators with 5 to 10 years of experience and more than 10 years of experience. The weight of the evaluative component decreases with the increase of professional experience. Emotional component acquires the greater value for pedagogues with more than 10 years of experience and the least value for educators with up to 5 years of experience. The regulatory component gaines more weight for employees with up to 5 years of experience and undergraduate students. Motivational component has the least importance for the undergraduate students. The volitional aspect of professional self-consciousness gaines the most weight for future educators. Therefore, there are differences in the process of development of all components of educators’ professional self-consciousness with different levels of qualification. Making sense of one’s own professional activity and awareness of oneself as part of professional community is important, regardless of professional experience. With the increase of professional qualification, the role of professional self-esteem and self-acceptance in the activity decreases, but the level of self-understanding in the profession increases. With the increase of skills level, educators pay less attention to the issues of self-control and self-regulation in their professional activities.

scholarly journals Conditions of activities of the federal innovative site "Pedagogical Leadership"

2020 ◽  
Vol 8 (2) ◽  
pp. 14
Author(s):  
D. D. Yarkova ◽  
T. G. Mukhina ◽  
V. A. Malinin ◽  
S. N. Sorokoumova
Keyword(s):  
Professional Development ◽  
General Education ◽  
Educational Programs ◽  
Educational Process ◽  
Innovative Activity ◽  
Self Determination ◽  
Creative Potential ◽  
Depth Study ◽  
Professional Self ◽  
Innovation Platform

Introduction. This article discusses the problem of developing the creative potential of a teacher. The theoretical and methodological approaches to this problem are analyzed. The theoretical basis of the study was the work of the idea of innovative activity as a factor in the development of the school and the general education system as a whole (V.N. Averkin, A.G. Kasprzhak, N.M. Martynova, N.A. Sadovsky and others); general issues of innovation (V.A. Bolotov, V.I. Zagvyazinsky, A.G. Kasprzhak, M.V. Klarin, V.A. Slastenin, etc.); ideas of pedagogical innovation and the role of the teacher in the development of innovative processes (Yu.K. Babansky, V.I. Zagvyazinsky, G.A. Ignatiev, A.P. Tryapitsyna, A.V. Khutorskoy, etc.).As a result of the study, it was found that one of the leading tasks in the development of the lifelong education system is the orientation of educational programs towards teaching the skills necessary for innovative activity, including analytical and critical thinking, the pursuit of new things, the ability to constantly learn, readiness for reasonable risk, creativity and enterprise, willingness to work in a highly competitive environment. At the same time, the practice teacher must be psychologically prepared for pedagogical activity in the new sociocultural conditions, make original non-standard decisions, plan the educational process and predict possible results, be prepared for innovative activities. One of the possible ways of professional development of a teacher-practitioner is his participation in federal innovation platforms. Under the conditions of the federal innovation platform, the development of the scientific and innovative potential of educational organizations, the introduction of innovative educational programs, the inclusion of students and teachers in design and research activities aimed at unlocking the creative potential of educational institutions is being updated.The work emphasizes that according to the research of modern scientists (V.Zhabina, S.N. Tolstov, etc., innovative activity is inseparable from creativity, because it provides the generation of new ideas, the implementation of which become innovations. As a result, the purpose of the study is actualized: development of the teacher’s creative potential in the context of the activities of the federal innovative platform “Pedagogical Leadership”.Materials and methods. A model of complex psychological and pedagogical support for professional self-determination and professional career of students is developed and presented. The model is implemented on the basis of the Municipal Public Educational Institution “School No. 187 with in-depth study of individual subjects” in the city of Novgorod. The school carries out general education programs (the normative period of study is 2 years); general educational programs with an in-depth study of the economy (standard training period of 2 years); general educational programs with in-depth study of mathematics (the normative period of study is 2 years).In order to determine the initial features of professional self-determination of high school students, a pilot study was conducted. The diagnostic tools are based on the following methods: the questionnaire of personal orientations of E. Shostroma, adapted by Yu.E. Aleshina, L.Ya. Gozman, M.V. Zagika – measures the self-actualization of the personality (CAT); methods of studying the factors of attractiveness of the profession (V.A. Yadov, modification N.V. Kuzmina, A.A. Rean).Results. The purpose of the study was realized on the example of the experimental work of the MAOU “School No. 187 with in-depth study of individual subjects” (Nizhny Novgorod). Since 2019, this school has been a member of the federal innovative platform “Pedagogical Leadership”. The authors note that the innovative platform is a motivational, informative and technological resource for the professional development of the teacher. At the same time, along with pedagogical leadership, the development of creative potential is a key element in achieving the effectiveness of the school system, focused on the implementation of innovative projects.The article defines the tasks of implementing the innovative platform "Pedagogical leadership." The following directions of work are revealed: 1) organization of a project-initiative group, the main function of which is to develop a concept and model of activity of an innovation platform, determine the ways of its functioning in terms of child-adult interaction in general education; 2) the formation of a modern and safe digital educational environment, providing high quality and accessibility of general and additional education to the subjects of the educational process; 3) ensuring the professional development of the teacher in accordance with his needs and motives; 4) the development of teaching aids, programs, monographs together with university teachers; 5) the introduction of effective mechanisms for encouraging educators; 6) improving the system for assessing qualifications and the quality of the results of a teacher. The practical significance of innovative solutions in the framework of the implementation of the innovative project “Pedagogical Leadership” consists in the fact that the pedagogical community is offered specific conceptual and methodological products that ensure the formation of a new image of a leading teacher who takes an active life and professional position, has creative potential, and innovative activity skills.Discussion and Conclusions. Based on the results of the study, the following conclusions can be drawn. For a relatively short time of our research, we revealed positive dynamics in the studied group of teachers. The results obtained indicate the feasibility of the study. We also note that as a result of the activities of the federal innovative platform “Pedagogical Leadership”, it is planned to create a project office for the formation of pedagogical leadership in continuing education.

scholarly journals THEORETICAL BASIS OF READINESS OF TEACHERS FOR PROFESSIONAL SELF-DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Hanna V. Tymoschuk ◽  
Keyword(s):  
Continuous Process ◽  
Self Regulation ◽  
Postgraduate Education ◽  
Value Orientations ◽  
Necessary Condition ◽  
Professional Activity ◽  
Specific System ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge

The article considers the theoretical aspects of self-development, presents generalized results on the characteristics of the concept of “professional self-development”, in particular, in order to identify trends in its scientific definitions, uses content analysis as a method of quantifying qualitative features of information. It is established that the greatest significance is inherent in the definition of “professional selfdevelopment” as a continuous process of objectification of essential forces (synthesis of intellect, feelings, willpower, value orientations, etc.) of the individual in professional activity that is creative and socially useful for self-realization in the chosen profession, achieving objectively high results in accordance with internal subjective norms and criteria. The readiness of a teacher for professional self-development is considered by the author as an integrative characteristic of personality which combines motivational-value, cognitive-intellectual and operational-activity determinants of continuous qualitative changes in professional activity which generally ensure significant career results in accordance with modern requirements. The basis for readiness of a teacher for professional self-development is regarded as a specific system of indices of the formation of attainments, skills and qualities necessary for further efficient self-development of a teacher. Based on the study and analysis of philosophical, psychological and pedagogical literature. the structure of the readiness of a teacher for professional self-development is determined. Motivational, cognitive-intellectual and activity components are specified. They are interconnected and complementary which should be given attention to in the scientific and methodological work. The leading functions of the readiness of a teacher for professional self-development (informational, motivational, meaningful, reflective, communicative, and normative) are identified. It is noted that the main mechanisms of the readiness of a teacher for professional self-development are self-knowledge, self-determination, self-identification, self-organization, self-education, self-regulation, focus on professional and creative self-realization in the pedagogical activity, and self-assessment. It is determined that professional self-development of teachers is their conscious self-knowledge and selfdesign activity in scientific-methodological work. The urgency of forming readiness of teachers for professional self-development in the system of postgraduate education as a necessary condition for the growth of their professionalism at the stage of dynamic social and transformational processes is emphasized.

scholarly journals Development of competence “forecasting” as conditions of readiness for professional self-determination

2021 ◽  
Vol 26 (4) ◽  
pp. 139-146
Author(s):  
Mariya S. Chekalina
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination ◽  
Professional Activity ◽  
Regulation Of Activity ◽  
Professional Self ◽  
Individual Regulation

The article presents the results of the study of the conditionality of the components of forecasting the regulatory-will qualities of the personality among men who are ready and not ready for professional self-determination. In the article, the author reveals the specifics of the competence of forecasting in higher education. In the article, the author identifies two areas in the framework of which the competence of forecasting is considered – as a personal quality and as a "through" skill required in any professional activity. As a result of empirical research, differences were revealed in the conditionality of readiness for professional self-determination, depending on the development of forecasting components. Thus, for students unready for professional self-determination, such components of self-regulation as "planning", "programming", "evaluating results", "flexibility", "independence", are caused by changes in mood, well-being, activity. For students ready for professional self-determination, these same components of self-regulation are determined by the strength of the intentions of young men, the development of volitional qualities, the ability of individual regulation of activity and all regulatory links. Making a conclusion, the author focuses on the role of a teacher at a higher educational organisation in the development of forecasting competence.

scholarly journals Strategic directions of developing the professional competence of the manpower of the state border guard service of Ukraine

2020 ◽  
Vol 8 (3) ◽  
pp. 15-24
Author(s):  
Mykola Malanchiy
Keyword(s):  
Professional Competence ◽  
Personality Characteristic ◽  
The State ◽  
Self Determination ◽  
Professional Activity ◽  
Successful Implementation ◽  
Extreme Conditions ◽  
Self Development ◽  
Psychological Competence ◽  
Professional Self

The Article substantiates the directions of developing the professional competence of the manpower of the State Border Guard Service of Ukraine, and discloses the structure of the professional and psychological (personal) competence of a border guard: basic, particular and special competencies. According to the author, the basic competence is a set of knowledge in the field of: individual-typological features (temperament, character, emotional-volitional regulation, personal style of activities, cognitive style, peculiarities of memory and professional thinking, etc.), and protective and blocking systems that prevent the effective self-development. The particular psychological competence is the personality characteristic and includes understanding: one’s own strengths and weaknesses in the field of the personal-professional development, necessary professional and important qualities, zones of the professional self-determination, and means of the professional self-realization. The special social and psychological competence is included in the process of the personality further professionalization and mastery of professional skills at higher levels.The profiles of the professional competence of positions in the State Border Guard Service of Ukraine, developed with the direct participation of the author, have been presented.It is substantiated that the service and fighting activity of a border guard is an example of the professional activity, which is carried out in specific and extreme conditions, often associated with danger to life, and incorporates solving various service and fighting tasks. Each service and fighting task has its own psychological peculiarities conditioned by its content, terms of execution, composition of participants, predictable consequences, etc.In the study of the service and fighting activity, it is necessary to determine psychological preconditions for its successful implementation. They, in their turn, form the scale of requirements to the professional competence of a border guard.

SELF-EVALUATION METHODOLOGY OF PROGRAMMERS' COMPETITIVENESS IN THE CONTEXT OF LIFELONG EDUCATION AND PROFESSIONAL SELF-DEVELOPMENT

2019 ◽  
Vol 5 ◽  
pp. 169
Author(s):  
Edgars Katans ◽  
Irēna Katane ◽  
Gatis Vītols
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Wilcoxon Test ◽  
Evaluation Methodology ◽  
Lifelong Education ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Self Evaluation ◽  
Self Development ◽  
Professional Self

Contemporary social sciences, including pedagogy and psychology, carry out researches in the field of competitiveness. The more competitive each member of the society is, the more competitive is the society as such. The aim of research was: experimentally approbate the developed methodology for evaluating the competitiveness of programmers. Research methods were: survey as pedagogical experiment, projective method for data obtaining; Wilcoxon test for data processing. The results of the  pedagogical experiment testify that: during the pedagogical experiment,  research participants changed their competitiveness self-assessment. Therefore it is very important to know self-evaluation indicators of professional development because it significant impacts both: programmers notions about professional self-development and competitiveness as result of this development, changing competitiveness self-assessment as well. During the experiment, the participants of the research gained new experience of reflection, reflecting on their professional development, including professionalism, career, in past, present and future, and this reflection experience can serve as a basis for programmer's professional development and adequate competitiveness self-assessment. The experimentally approbated self-assessment methodology of professional development and competitiveness is valid and can be used in further research. 

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