scholarly journals Acmeological competence as a factor of a future teacher’s leadership development

2021 ◽  
Vol 102 (2) ◽  
pp. 84-89
Author(s):  
G. Sarzhanova ◽  
◽  
D. Dzholdanova ◽  
E. Uteubaeva ◽  
◽  
...  
Keyword(s):  
Leadership Development ◽  
Teacher Leadership ◽  
Future Teacher ◽  
Active Part ◽  
Important Quality ◽  
Personal Qualities ◽  
Self Knowledge

This article presents the concept “acmeological competence” as a factor of a future teacher leadership development. Definitions of concepts “acmeological competence”, “leadership development”, “leader”, “leadership” are given as well. The theory on a teacher’s leadership and leadership development are given. The acmeological competence formation in the teacher’s leadership development has been noted as well. The article recommends using the acmeological approach in the formation and development of the teacher’s personality, which will be necessary in his leadership development. According to the authors’ viewpoint, acmeological competence and leadership are developed on the basis of such personal qualities as responsibility, independence, the ability to solve problems creatively, initiative, the ability to set one’s goals, taking an active part, success-motivation, self-motivation, self-knowledge, self-improvement, self-education, etc. The most important quality in the development of certain aspects of personality is to reveal internal psychology of a person. Hence, the authors come to the conclusion that having formed acmeological competence, the teacher will be able to be on their best and achieve goals, among which there is also leadership development.

Embracing leadership: a multi-faceted model of leader identity development

2015 ◽  
Vol 36 (6) ◽  
pp. 630-656 ◽  
Author(s):  
Wei Zheng ◽  
Douglas Muir
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Development Program ◽  
Lay Leadership ◽  
Learning And Development ◽  
Content Type ◽  
Leader Identity ◽  
Development Professionals ◽  
Self Knowledge ◽  
Identity Changes

Purpose – Leadership development has been replete with a skill-based focus. However, learning and development can be constrained by the deeper level, hidden self-knowledge that influences how people process information and construct meaning. The purpose of this paper is to answer the question of how people construct and develop their leader identity. The authors intend to shed light on the critical facets of identity changes that occur as individuals grapple with existing understanding of the self and of leadership, transform them, and absorb new personalized notions of leadership into their identity, resulting in a higher level of confidence acting in the leadership domain. Design/methodology/approach – The authors conducted a grounded theory study of participants and their mentors in a lay leadership development program in a Catholic diocese. The authors inductively drew a conceptual model describing how leader identity evolves. Findings – The findings suggested that leader identity development was not a uni-dimensional event. Rather, it was a multi-faceted process that encompassed three key facets of identity development: expanding boundaries, recognizing interdependences, and discerning purpose. Further, it is the co-evolvement of these three facets and people’s broadening understanding of leadership that led to a more salient leader identity. Research limitations/implications – The model addresses the gap in literature on how leader identity develops specifically. It enriches and expands existing knowledge on leader identity development by answering the question of what specific changes are entailed when an individual constructs his or her identity as a leader. Practical implications – The findings could be used to guide leadership development professionals to build targeted learning activities around key components of leader identity development, diagnose where people are in their leadership journey, set personalized goals with them, and provide pointed feedback to learners in the process of developing their leader identity. Originality/value – The authors provide an in-depth and integrative account of the contents and mechanisms involved in the construction of the leader identity. The authors zero in on the critical transformations entailed in the process to establish and develop a leader identity.

scholarly journals Teacher leadership development: Tracking one district’s progress over three years

2019 ◽  
Vol 27 ◽  
pp. 42
Author(s):  
Jonathan Eckert ◽  
Alesha Daughtrey
Keyword(s):  
Leadership Development ◽  
School District ◽  
Teacher Leadership ◽  
District Leaders ◽  
Collective Leadership ◽  
Policy And Practice ◽  
Implementation Plan ◽  
Survey Tool ◽  
Leadership Support

This study tracks the progress of one Iowa school district over the course of three years through its implementation of a Teacher Leadership and Compensation (TLC) model, designed in response to a statewide TLC system initiative. A survey administered at baseline and at the conclusion of each of three pilot years measured teacher leadership development, identified specific areas for improvements, and guided the district’s teacher leadership support efforts. Scores from the items demonstrated evidence of reliability and district leaders reported that resulting data were beneficial to an implementation plan that yielded increased planned retention and improved practice, two goals for the TLC model. Implications for the use of the survey tool, policy, and practice around teacher leadership development are discussed in the context of the collective leadership of teachers and administrators together. 

scholarly journals PROFESSIONAL SELF-CONSCIOUSNESS OF STUDENTS OF A PEDAGOGICAL UNIVERSITY: RESULTS OF THE RESEARCH

2020 ◽  
Vol 1 ◽  
pp. 67
Author(s):  
Tatyana Bugaychuk ◽  
Olga Koryakovtseva ◽  
Olga Rubleva ◽  
Galina Burakova
Keyword(s):  
Vocational Training ◽  
Self Esteem ◽  
Future Teacher ◽  
Advanced Training ◽  
Self Development ◽  
Complex Procedure ◽  
Professional Self ◽  
Self Knowledge ◽  
Development Of Students

The article is devoted to the study of the formation of professional self-consciousness of a student - a future teacher, with an emphasis on the features of professional self-esteem as an element of professional self-consciousness. The data obtained in the article using the methods of studying professional self-esteem and professional self-knowledge allow us to pay attention to the complex procedure of entering the profession by students of a pedagogical university, passing through the crises of vocational training at 2 and 5 courses, 3rd and 4th year students are completely ready to study, work, accumulate knowledge and develop in a wider professional sense, they have a focus on self-development. The dynamics of development of students’ ideas about themselves at different stages of studying at university are shown, the emphasis is on the features of formation of professional self-esteem of  future teachers. The study opens up significant prospects for advanced training and improving the quality of students' training, taking into account the characteristics of the development of their professional self-consciousness.

THE INTERDISCIPLINARY LESSON AS A FORM OF INOVATIVE AND EFFECTIVE TRAINING AT SCHOOL

2020 ◽  
Vol 11 (2) ◽  
pp. 274-277
Author(s):  
Teodora Pashalieva ◽  
◽  
Hristina Poparkova ◽  
Keyword(s):  
Information Technologies ◽  
Fine Arts ◽  
Seventh Graders ◽  
Time Machine ◽  
Self Assessment ◽  
The Road ◽  
Language History ◽  
Effective Training ◽  
Personal Qualities ◽  
Self Knowledge

Learning by integrating different topics from one subject to another helps students build a complete image of the topic they are working on and makes the learning process effective and meaningful. The theme „The Bulgarian revival and the road to immortality“ is suitable for conducting an interdisciplinary lesson, which overlaps these subjects: Bulgarian language, history, music, fine arts and information technologies. Through the time machine, the seventh-graders from our school found themselves in a revival café, where they witnessed an interview with Dobri Chintulov, Kiro Tuleshkov and Ivan Vazov. Touching on these personalities, the students easily understood and interpreted questions related to the changes that occurred in Bulgarian society in the renaissance era, the change of the ordinary Bulgarian and the main directions in which the Bulgarian renaissance developed. In pertinent moments they sang Renaissance songs, with brush and paints recreated they images of Bulgarian Revivals. Their appreciation for those personalities who worked with all their dedication to resurrect the Bulgarian and led it to new heights was felt. The preferred method is suitable because it develops teamwork skills, self-assessment and self-knowledge, improves their communication skills, builds their personal qualities, which is a huge advantage compared to the classical form of training.

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.

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