scholarly journals PROFESSIONAL SELF-REALIZATION PROGRAM FOR TEACHERS WORKING WITH GIFTED CHILDREN

2021 ◽  
pp. 79-86
Author(s):  
Svetlana Sergeyko
Keyword(s):  
Corporate Culture ◽  
Professional Growth ◽  
Cognitive Activity ◽  
Gifted Students ◽  
Self Organization ◽  
Professional Activity ◽  
Gifted Children ◽  
Personal Attitude ◽  
Professional Self ◽  
Stimulation Of

In the article self-actualizing portraits (types) of teachers, which were identified on the basis of the study, are presented. The main aim of two of them (“Subject Teachers” and “Psychologists”) is to develop gifted students. The developed separate training program for teachers working in the context of the development of gifted students has been substantiated in the article. This made it possible for the Institute for the Development of Education to develop a strategy for advanced training and scientific and methodological support of teachers of both types. The strategy is based on the principles of mutual enrichment, mutual respect, cooperation of all subjects of the education system and promotes the professional self-realization of teachers and, as a result, the development of gifted students. Through participating in events using various forms and technologies, the teacher shows himself, his uniqueness and originality, the desire for his own realization in professional activity, demonstrates a personal attitude towards himself, colleagues, professional events, and corporate culture. Measures, creating an environment of advanced personal and professional development, contribute to the professional motivation of teachers, ensuring the effectiveness of the pedagogical activity, develop the readiness for professional self-realization, and help raise the level of awareness of the value of pedagogical activity for personal self-realization. The result of the implementation of the mentioned program for teachers will be the development of the creative potential of teachers; stimulation of personal and professional growth of teachers; self-identification, self-organization, self-government and professional self-realization of these types of teachers. Keywords: self-realization of personality; professional self-realization of the teacher; the self-actualizing portrait (type) of a teacher; cognitive, activity, emotional, axiological levels of the program; gifted children.

scholarly journals Features of professional self-determination of gifted schoolchildren in the conditions of additional education

2021 ◽  
Vol 2 (11) ◽  
pp. 111-119
Author(s):  
Irina N. Grushetskaya ◽  
Keyword(s):  
High School Students ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Self Determination ◽  
Professional Activity ◽  
Gifted Children ◽  
School Students ◽  
Professional Self ◽  
Additional Education

The current situation in the education system requires a revision of the content of work with such a non-standard category as gifted children. Many scientists are aware of the importance of gifted and talented children as the future scientific elite and the engine of the country's progress. Most studies identify a number of difficulties in the social development of the gifted, including the difficulties of communicating with peers and adults, the complexity of personal self-determination, and often the difficulty of professional self-determination. In this regard, the study of issues of professional selfdetermination is seen as an urgent problem that requires psychological and pedagogical consideration. As practice shows, most organizations of additional education have successful and interesting experience in working with gifted children, who later turn out to be prize-winners and winners of the olympic and competitive movement. In 2019– 2020 we conducted a study in which 156 students of senior school age took part. With the help of a questionnaire, we studied and identified the features of professional selfdetermination of gifted high school students in the conditions of additional education organizations in the city of Kostroma (Multi-subject school for the gifted) and St. Petersburg (Academy of talents). In addition, we have revealed some influence of the chosen programs of additional education on the professional choice of young people. The results of the study have shown that additional education plays an important role in the professional self-determination of gifted students, and there is a certain relationship between the profile of future professional activity and the choice of a particular association in organizing additional education.

scholarly journals Development of creativity of a future teacher as a condition for their effective work with gifted students

2021 ◽  
Vol 117 ◽  
pp. 06005
Author(s):  
Nadezhda Anatolievna Shaidenko ◽  
Svetlana Nikolaevna Kipurova ◽  
Aleksandra Vladimirovna Sergeeva ◽  
Maria Vyacheslavovna Filatova ◽  
Ellada Vladimirovna Shelispanskaya
Keyword(s):  
Higher Education ◽  
Divergent Thinking ◽  
Gifted Students ◽  
Education Institution ◽  
Educational Process ◽  
Sensitive Period ◽  
Professional Activity ◽  
Gifted Children ◽  
Effective Work ◽  
Definition Of

Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.

scholarly journals «Acme» as a Peak of Personal and Professional Development of a self-Actualizing Personality

2013 ◽  
Vol 2 (2) ◽  
pp. 129-134
Author(s):  
Elena Samal ◽  
Keyword(s):  
Professional Development ◽  
Achievement Motivation ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Competence ◽  
Psychological Services ◽  
Professional Activity ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self

The article discusses the problem of self-actualization of a personality in its professional activity and achieving the peak of its personal development. Based on the analysis of various psychological theories and concepts it is shown that achieving of “acme” by a personality is based on the desire to grow and develop professionally or on its desire for self-actualization. Self-actualization can be better seen during the periods of professional crisis, which activate the processes of professional self-determination of a personality. One of the types of crisis is the transition from the level of normative requirements to the level of professional competence. Judging by the example of results of some investigations it is proved that there are differences in attitude to profession and desire to grow and develop professionally in people with working experience under and over 5 years, which can be conditioned by the crisis mentioned above. The applied aspect of the problem under study can be realized in counseling practices of psychological services connected with professional growth, by HR professionals, with the aim of promotion and professional growth of employees, and in development of programs for development and harmonization of internal and external conditions for self-actualization of a person. Key words: self-actualization, potential, professional self-actualization, acme, professional development, professional crisis, achievement motivation, career orientations.

scholarly journals CURRENT REQUIREMENTS FOR THE COMPETITIVENESS OF THE HIGHER EDUCATION TEACHER

2020 ◽  
pp. 35-37
Author(s):  
O. Poliak
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Pedagogical Aspect ◽  
Professional Self ◽  
Amount Of Knowledge ◽  
High Level

The article is devoted to the problem of formation and development of competitiveness among teachers of higher education institutions. If the content and structure of professional competitiveness, defined by state standards, are formed without taking into account the personal qualities of the learning subject, its interests, abilities and are not determined by the professionalism of the teacher, it is impossible to lay the foundations of competitiveness and develop the ability to compete. The genesis of different approaches to the concept of competitiveness of the modern educator has been analyzed, in particular, in modern researches it is emphasized on: – managerial, psychological and pedagogical aspect of competitiveness. The process of forming the competitiveness of a teacher of a higher education institution, which includes its components, is outlined: = levels of development: a motivational and holistic component; emotional-volitional component; evaluation and adjustment component; = conditions of formation: the need to find such forms of work of the teacher, which would ensure the continuity of the process of his professional growth, development and introduction of multidimensional models of the organization of professional development, introduction of new educational technologies, participation in innovative activity; = development of a complex of properties of his personality necessary for a high level of professional activity. The activity of the teacher is characterized by pedagogical expediency by orientation, individually creative character in content and organization, choice of means; = ways of formation: a certain amount of knowledge, abilities, skills and continuous improvement of the state of theoretical, psychological-pedagogical, methodological and technological preparation; motives for professional self-improvement; the desire for selfrealization and self-affirmation of personality; professional growth; expanding horizons; increasing the level of development of all types of competences; the presence of cognitive interest; creating a positive image among students and colleagues; upgrading the qualification category during certification; receiving awards; raising personal rankings at different levels of subordination; improving professional competence; raising the level of organization of the educational process.

scholarly journals Professional self-improvement of higher military school teachers

2021 ◽  
pp. 22-32
Author(s):  
Oksana Havryshkiv ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Competence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Education Institution ◽  
Professional Activity ◽  
Improvement Program ◽  
Professional Self

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

scholarly journals Developing responsible and passionate attitude of military academy cadets to future professional activities

2019 ◽  
pp. 72-79
Author(s):  
A. A. Len ◽  
I. N. Strebkova
Keyword(s):  
Cognitive Activity ◽  
Negative Attitude ◽  
Education Institution ◽  
Professional Activity ◽  
Military Academy ◽  
Professional Orientation ◽  
Professional Activities ◽  
Responsible Attitude ◽  
Professional Self ◽  
Main Factors

This article describes the concept of «military academy cadets’ responsible attitude to future professional activities» and explains the phenomenon of cadets’ passionarity and passionate attitude to a professional activity. The professional orientation is considered as a result of the professional self-identification of a military man, giving him a positive or negative attitude towards the profession of an officer. It reveals the main factors and conditions for developing value-based, informational, cognitive and behavioral aspects of a responsible attitude towards future professional activities of military higher education institution cadets. The description of the factors and conditions needed for creating a responsible attitude towards future professional activities and the developed ideological world as a component of passionarity among cadets of military universities is accompanied by an interpretation of the modern military education “humanization” concept. The article gives brief relevance analysis of the process of forming a responsible and passionate attitude towards future professional activity among cadets of military universities. The authors make an attempt to study the possibilities of humanitarian disciplines in organizing a special educational environment for its effectiveness. The study reveals the characteristics of game-based technologies that give an impulse to students’ cognitive activity and individualization of the learning process. The research points out the possibilities of integrating pedagogical technologies, ensuring successful learning through cognitive activity of cadets and the formation of their responsible and passionate attitude towards professional activity in the future.

scholarly journals Personal and existential-psychological resources of form tutors working with gifted children

2021 ◽  
Vol 23 (1) ◽  
pp. 102-135
Author(s):  
N. V. Markina ◽  
E. L. Soldatova ◽  
I. L. Kachuro ◽  
A. Gavriliuc
Keyword(s):  
Gifted Students ◽  
Ego Identity ◽  
Practical Significance ◽  
Professional Activity ◽  
Gifted Children ◽  
Psychological Resources ◽  
Deficit Model ◽  
Ego States ◽  
Two Factors

Introduction. The article deals with the problem of identifying the resources of teachers – form tutors, focused on working with gifted students. This problem is considered in the context of the methodological shift from the classical to the post-non-classical scientific paradigm, from the “deficit model” to the model of “success and resilience” (S. Maddi, Ph. Hiver). A review of modern research on the problems of professiogenesis of form tutors is carried out.Aim. The aim of the present research was to empirically test the possibilities of a resource approach to the study of personal and existential-psychological aspects of the activities of teachers working with gifted children.Methodology and research methods. The methodological framework of the research is based on the provisions of the subject-activity, existential-psychological approaches to the development of the personality, to its being formation. Based on the analysis of the literature, personality traits (professional consciousness, creativity, a picture of the world, ego-identity, resilience, and others) are identified. These personality characteristics can be considered as the resources for professional development of teachers – form tutors. The severity of various types of reflection and their ratio are determined on the basis of a differential reflexivity questionnaire by A. V. Karpov and V. V. Ponomareva. The profile of ego states was built using the transactional questionnaire of D. Jongeward (in V. K. Kalinenko’s and V. A. Petrovsky’s adaptation). The Existence Scale developed by A. Langle, K. Orgler (revised by S. V. Krivtsova, I. N. Majnina and A. Yu. Vasanov) was applied for the diagnosis of indicators of existential performance as a person’s quality of life associated with a feeling of fullness of life with a particular meaning, free choice and responsibility. The features of hardiness and a method for solving the existential dilemma were identified using the S. Muddy’s Hardiness Survey (modified by D. A. Leontiev, E. I. Rasskazova).Results. The outcomes of an empirical study of the ratio of personal and existential resources of the professional activity of teachers working with gifted students are demonstrated. Significant differences were revealed in the manifestation of hardiness and reflexivity in relation to form tutors with different types of personality ego-structures. Factor analysis made it possible to identify two factors, which demonstrate the existential-psychological and personal resources of the activity of form tutors working with gifted students: “existential choice of a new professional experience” and “detachment from externally given rhythms and attitudes”.Scientific novelty. The empirical capabilities of the existential-psychological, subject-activity and resource-based approaches to the study of the problems of the psychology of giftedness and the professiogenesis of teachers are tested.Practical significance. The demonstrated results can be used as part of a programme for developing the resources of professional activity of teachers working with gifted students.

scholarly journals Professional Self-Realization of Law Enforcement Officers at the Stage of Professional Training

2020 ◽  
Vol 76 (1) ◽  
pp. 162-166
Author(s):  
N. Y. Tverdokliebova
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
Professional Growth ◽  
Professional Training ◽  
Educational Institution ◽  
Law Enforcement Officers ◽  
Professional Activity ◽  
Self Development ◽  
Professional Self ◽  
Reasonable Choice

The key concepts that assist to reflect the essence of the process of professional self-realization of police officers have been determined. The professional self-realization of the personality, which is determined by the value and sensory, intellectual and motivational features of the personality, has been studied. Modeling the experience of professional self-realization is the support of the personality for self-development of intellectual and volitional actions. This process is most productive in adolescence – at the time of completion of the development of readiness to choose a particular profession, defining oneself in a possible professional role. The main point of the studied process is the search for a professional image of “oneself”. It has been noted that the key stages of professional self-realization’s formation are: choice of educational institution, place of work (professional self-determination), subsequent choice of the type and direction of activity, formation within the chosen profession, professional growth, which reflects the effectiveness of professional self-realization. Thus, successful self-realization within the profession is based on a reasonable choice of place of study and future profession, continuous professional self-growth and self-development within labor activity, as well as satisfaction with the way of professional life and career. It has been studied that the development of the value sphere of the personality of law enforcement officers contributes to the optimization of their behavior and self-realization in such spheres of life as profession, family life, relationships, hobbies. The motivational component is one of the basic in the system of moral regulation of activities and behavior of professionals and includes a positive attitude to the chosen type of professional activity, the desire for self-realization and achievement, moral and professional attitudes and interests. Motivation acts as a link between the true goals, ideals, beliefs of the cadet and the actions, deeds, decisions he makes. The author has proved the expediency of forming value regulators of behavior and motivational sphere of future law enforcement officers in higher educational institutions with specific learning conditions, which may increase the efficiency of professional activity and self-realization of police officers in modern conditions.

scholarly journals GENESIS OF PROFESSIONAL SELF-FULFILMENT OF A TEACHER

2021 ◽  
pp. 135-142
Author(s):  
Svetlana Sergeyko
Keyword(s):  
Personality Development ◽  
Self Regulation ◽  
Self Organization ◽  
Professional Activity ◽  
Self Awareness ◽  
Ideal Self ◽  
Self Actualization ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The article gives the author’s definition of the concept of “professional self-fulfilment of the teacher”, which means a personal strategy of a teacher’s professional activity, aimed at improving their personal qualities and developing their professional competencies. The structural and content components of the professional self-fulfilment of the teacher have been determined: self-understanding, self-actualization, self-identification, self-design, self-organization and self-regulation. It has been proved that each of the six components carries its own function, being central at a certain stage of professional development, determining the course of the teacher’s personality development, and moving at the next stage to a “subordinate” position when it becomes a mechanism for the implementation of a new stage of the teacher’s professional self-fulfilment. Self-knowledge is an activity specially organized by a teacher, the purpose of which is to identify one’s own potential capabilities, actual needs, life meanings in the aspect of professional activity. Self-actualization is an activity specially organized by a teacher, the purpose of which is self-understanding, self-awareness of one’s own uniqueness in professional activity. Self-identification is an activity specially organized by the teacher, the purpose of which is self-identification with one of the self-actualizing professional portraits. Self-design is an activity specially organized by the teacher, the purpose of which is to develop an individual educational trajectory in the direction of his “ideal self-teacher”. Self-development is an activity specially organized by the teacher, the purpose of which is positive self-change of the individual in the direction of his “ideal self-teacher”. Self-presentation is an activity specially organized by the teacher, the purpose of which is the teacher’s presentation of his intermediate and final results. Keywords: Professional self-fulfillment of the teacher; structural and content components of the professional self-fulfillment of the teacher; self-understanding of the teacher, self-actualization of the teacher; self-identification of the teacher; self-design of the teacher; self-organization of the teacher; self-regulation of the teacher.

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

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

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

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