scholarly journals THE STRUCTURAL COMPONENTS OF PROFESSIONAL SELF-CONSCIOUSNESS OF FUTURE SPECIALISTS

2021 ◽  
pp. 112-118
Author(s):  
Ruslana Liubar
Keyword(s):  
Personal Development ◽  
Evaluation Criteria ◽  
Professional Activity ◽  
Self Awareness ◽  
Structural Components ◽  
Professional Students ◽  
Person Following ◽  
Professional Self ◽  
Three Stages ◽  
Definition Of

An important condition of the effective process of professional personal development is professional self-consciousness. It manifests in various forms related to the cognitive, emotional and volitional aspects of human mental activity.The educating process of professional self-consciousness is complicated and controversial. It involves many factors, the action of which can often lead to opposite consequences.The purpose of the article is a theoretical analysis of the structural components of professional self-consciousness, definition of the formational stages and evaluation criteria.Professional self-consciousness is a complex mental formation of a person, which is self-awareness of involvement in the profession, encourages professional self-realization and orients the person to active work in the professional field.We can distinguish three stages of professional self-consciousness formation: the stage of early professional self-consciousness that develops during the game (childhood), adolescent professional self-consciousness, characterized by prioritization in choosing future profession (middle and senior school age) and the stage of mature professional self-consciousness (university period, professional activity).The formation of professional self-consciousness at these stages is quite conditional because not every child has professional preferences. Every person following appropriate work can simultaneously form traits that reflect the characteristics of different stages of professional self-consciousness.We can distinguish three main criteria of different levels of professional students self-consciousness: cognitive, motivational-valued and activity-practical, which reveals the presence or absence of certain features that characterize professional self-consciousness.These criteria for assessing the levels of professional self-consciousness make possibility to establish the degree of presence of certain personality traits that are indicators of professional self-consciousness of each phenomenon component: a personʼs attitude to the profession, attitude to himself as a subject, to colleagues, to the object of labour. Keywords: self-consciousness; professional self-consciousness; structural components; formation system; stages of formation; self-awareness; evaluation criteria; levels of development; performance indicators.

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 THE PECULIARITIES OF PROFESSIONAL SELF-ACTUALIZATION OF STUDENTS-PSYCHOLOGISTS WHO EXPERIENCING THE CRISIS OF PROFESSIONAL READINESS

2021 ◽  
pp. 82-92
Author(s):  
M. Hutyrya ◽  
M. Kononova
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Psychology Students ◽  
Professional Activity ◽  
Self Actualization ◽  
Personal Conflict ◽  
Professional Self ◽  
Main Basis ◽  
Definition Of ◽  
The Individual

The article is devoted to the problem of features of professional self-actualization of students-psychologists living in crisis of professional readiness. The definition of the term self-actualization and professional self-actualization among the works of domestic, Russian and foreign scientists is considered. In particular, professional self-actualization is defined as a complex multilevel phenomenon, a process of directed activity aimed at progress in one's own professional development, which is conditioned by the disclosure of one's own professional potential. Three approaches to the study of self-actualization in the professional sphere are highlighted: subject-activity, where professional activity is the main basis for self-actualization of the individual, due to difficulties and internal contradictions; personal development, where professional self-actualization leads to profound internal changes and forms and professional maturity; acmeological, in which professional self-actualization is the achievement of the highest level of professionalism, professional and personal maturity ("acme"). The concept of crisis of professional readiness and features of living of crisis by psychology students are analyzed. It is noted that the level of experiences of the crisis of professional readiness is the most intense among other normative crises of professional training. The peculiarities of the crisis development are highlighted: the contradiction between the awareness of the beginning of professional activity and at the same time the lack of readiness. The intra-personal conflict between learning motivations and professional motivation is determined. A number of features of professional self-actualization of students-psychologists and their interrelation with the crisis of professional readiness are considered.

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 SELF-DEVELOPMENT OF LANGUAGE AND LITERATURE TEACHERS AS PERCEIVED BY POSTGRADUATE PEDAGOGICAL EDUCATION COURSES ATTENDEES

2021 ◽  
pp. 211-223
Author(s):  
Iryna Shynhof
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Learning By Doing ◽  
Language And Literature ◽  
Self Development ◽  
Professional Self ◽  
Development Of Language ◽  
Democratic Principles ◽  
Methodological Principles ◽  
Definition Of

The article studies the language and literature teachers’ understanding of the characteristics and stages of professional self-development, their ability to plan their career growth. Attention is paid to the democratic principles and human-centered approach. The novelty of this article lies in the definition of the leading determinants of self-education as a factor of personal growth and professional development, the formation of a culture of personal development, emotional and volitional self-regulation. The methodological basis of the study is identified by the following approaches: acmeological, axiological, anthropocentric, learning-by-doing, competence, culturological, personal, synergetic, systematic. The subject of the study is language and literature teachers’ understanding of their professional development and postgraduate pedagogical education. Thus, this research demonstrates the relevance of the issues raised in this article. Future research needs to clarify the problems that hinder the creativity of teachers to deepen the knowledge about the theoretical and methodological principles of professional self-development, stimulate teachers to improve their professional competencies, focus on the creation of their trajectory of personal development.

scholarly journals Future masters of psychology training for professional activity in the conditions of non-formal education

2020 ◽  
Vol 8 (3) ◽  
pp. 49-61
Author(s):  
Viacheslav Osadchyi ◽  
Hanna Varina
Keyword(s):  
Personal Growth ◽  
Formal Education ◽  
Online Course ◽  
Professional Activity ◽  
Scientific Article ◽  
Self Awareness ◽  
Self Actualization ◽  
Professional Self ◽  
Self Knowledge ◽  
The Impact

The article is devoted to the problem of integration and development of continuing education in Ukraine, reveals the content and priorities of implementation of non-formal education in institutional, as an important component of a professional practice-oriented system of training future masters of psychology. It is established that the introduction of components of non-formal education creates conditions for the development of professional self-awareness of future psychologists: actualization of professional self-knowledge, expansion of positive attitude to oneself as a future psychologist, self-actualization of professional self-improvement. The scientific article analyzes the experience of implementing a scientific and practical online course "Modern practice-oriented technologies in psychology" on the Moodle platform in the process of training masters of psychology. The paper describes a pilot study of the impact of an online course on the process of actualization of professional self-improvement, personal growth and self-realization.

scholarly journals THE PECULIARITIES AND THE WAYS OF FORMING OF PROFESSIONAL MOTIVATION OF FUTURE DEFECTOLOGISTS IN EDUCATIONAL AREA

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Natalia Maliy ◽  
◽  
Larysa Dyachenko ◽  
Keyword(s):  
Personal Development ◽  
Professional Training ◽  
Quality Criteria ◽  
Professional Activity ◽  
Complex Relationship ◽  
Professional Self ◽  
The Subject ◽  
Speech Pathologists ◽  
The University ◽  
Relationship Of

The article considers the formation of professional motivation in future speech pathologists. The importance of solving this issue is emphasized, because the work of a defectologist requires the presence of special characteristics in his personality, the formation of which is carried out during their training. Issues of personal development of the student and the formation of his readiness for future professional activity become the main in the outlined situation. The psychological and personal readiness of the specialist for professional self-realization in modern conditions is important. It is emphasized that the transformation of the requirements for professionals of different natural influences the solution of the question of the complex relationship of personal and professional development of the subject. The question of quality criteria for the training of future speech pathologists can not be considered separately from the requirements of a particular environment in which the specialist works. It is at the stage of professional training in the university begin to develop in a specialist-defectologist those values and motives that determine the success of his work in the profession, and for this it is necessary to study the formation of professional values and motives in the formation of future defectologists.

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 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 International Study of Teacher Professional Identity

2019 ◽  
Vol 19 (3) ◽  
pp. 306-319
Author(s):  
Asya S. Berberyan ◽  
Tatyana V. Bogdanova ◽  
Svetlana V. Silchenkova ◽  
Elena B. Ermolaeva ◽  
Nune T. Vardanyan
Keyword(s):  
Professional Identity ◽  
Personal Development ◽  
Structural Model ◽  
School Teacher ◽  
International Study ◽  
Value Orientations ◽  
Professional Activity ◽  
Structural Components ◽  
Professional Activities ◽  
Teacher Professional

Introduction. The article is devoted to the international research project “Professional Identity of a Modern Teacher” (2013–2018). Formed professional identity is the key to self-realization and professional and personal development. As well as a developed and formed professional identity ensures successful professional activity, which is very important for the development of society. The purpose of the article is to reveal the content of the professional identity of the modern teacher. Materials and Methods. The main stages and empirical base of research are presented. Based on the analysis of the results of the survey according to the method “Professional Identity of a Higher School Teacher” and taking into account the specifics of the work of a school teacher, in 2017. The structural model of the teacher’s PI content was clarified, the content of the structural components of the model was adjusted, and the teacher’s Professional Identity methodology was created (authors A. Shpona, M. Widner, E. Ermolaeva, T. Bogdanova, S. Silchenkova) Statistical methods were used to analyze the data obtained: a comparison of the groups of respondents by the components under study using the Mann – Whitney U-test, correlation analysis, descriptive statistics, tabular and graphical methods. Results. The main results are given: a teacher’s professional identity model, its structural components, average values of professional identity by blocks for Latvian, Russian and Belarusian samples. Discussion and Conclusions. An international study showed that many Russian and Latvian teachers work with the awareness of the high mission of their professional activities, are aimed at developing students’ competence, cultural and value orientations, and set themselves the task of raising the level of education in society as a whole.

scholarly journals Model of formation of social and cultural competence of social workers to-be in course of professional training

2019 ◽  
Vol 66 (3) ◽  
pp. 133-138
Author(s):  
Liudmyla Kurinna
Keyword(s):  
Cultural Competence ◽  
Social Workers ◽  
Subject Matter ◽  
Professional Training ◽  
Regulatory Framework ◽  
Professional Activity ◽  
Structural Components ◽  
Integral System ◽  
Proposed Model ◽  
Definition Of

The author of the article pays special attention to the problem of formation of social and cultural competence of social workers to-be in course of professional training, the topicality of which is confirmed by corresponding legal and regulatory framework. Moreover, the author also substantiates the choice of method of simulation as one of the most reasonable for its solution. The own definition of the notion “the model of formation of social and cultural competence” was provided in the context of author’s research. It was formulated as follows: “it is the integral system including certain structural components oriented to the professional becoming of social workers to-be in course of their professional training at higher educational establishments”. The attention was also focused on the approaches of other scientists to the matter under research. The author considers the models developed by the scientists O. Kvasnyk and Yu. Riabova, being of interest to author's research. The researcher O. Kvasnyk developed the model of formation of social and cultural competence of the professional of engineering and technical field. The structure of such model includes the following components: theoretic and methodological, organizational and sense bearing, procedural and activity, estimative and efficient. The scientist Yu. Riabova represented the model of training of social workers to-be for the professional activity in multinational environment. The model is structured according to the following blocks: organizational, sense bearing, test and efficient. Each specified block (or component) has own subject matter. The article also represents the description of the model of formation of social and cultural competence of social workers to-be in course of professional training developed by the author. It also provides the characteristic of destination, sense bearing, organizational and efficient blocks identified in the structure of proposed model. Destination block is represented by such components as the purpose, task, principles and approaches. The components and subject content are the constituents of sense bearing block. The organizational block is characterized with the availability of the following components: organizational and pedagogical conditions, stages, forms, methods and means. The criteria, levels and result are identified in the structure of the efficient block.

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