Postgraduate Education for Heads of General Secondary Education Institutions of Ukraine: History and Nowadays

2021 ◽  
Vol 10 (4) ◽  
Author(s):  
Yana Vyshnevska ◽  
Keyword(s):  
Secondary Education ◽  
General Structure ◽  
Postgraduate Education ◽  
Legal Framework ◽  
National Standards ◽  
Professional Activity ◽  
Teaching Staff ◽  
Educational Framework ◽  
Managerial Training ◽  
Characteristic Features

Characterized the development of postgraduate education of heads of general secondary education institutions of Ukraine at different stages of its forming. It is found that the tasks set by the state leadership for the secondary school directly influenced the transformation of the content, forms and methods of professional development of managing teaching staff. The characteristic of modern conditions of organizing postgraduate education of heads of general secondary education institutions has been provided. Dynamics and characteristic features of transformation of the legal framework regarding education, updating and filling educational framework with new documents have been established. These documents summarize the qualification requirements and the structure of competences of modern heads of general secondary education institutions according to their functional responsibilities. The orientation of postgraduate education of heads (headmasters/headmistresses) of general secondary education to the general structure of professional competences defined in national standards and standard curricula has been substantiated. It is proved that the model of lifelong education for school headmasters/headmistresses requires its improvement in the direction of increasing the level of managerial training and development of professional competences of headmasters/headmistresses in a rapidly and dynamically renewed school education throughout the period of professional activity of the heads.

Social-Psychological problems of pedagogues in conditions pandemic of COVID-19

2021 ◽  
Author(s):  
Vitalii Panok ◽  
◽  
Iryna Tkachuk
Keyword(s):  
Secondary Education ◽  
Emotional Exhaustion ◽  
Educational System ◽  
Urban Areas ◽  
Educational Institution ◽  
Educational Process ◽  
Psychological Problems ◽  
Professional Activity ◽  
Teaching Staff ◽  
Social Psychological

Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion

PROFESSIONAL COMPETENCE AS THE BASIS OF EFFECTIVE ACTIVITY OF EDUCATIONAL MANAGERS

2017 ◽  
Author(s):  
Lidiya Shinkaruk ◽  
◽  
Serhii Kubitskyi ◽  
Alla Sukhanova ◽  
◽  
...  
Keyword(s):  
Secondary Education ◽  
Professional Competence ◽  
Personal Responsibility ◽  
Legal Framework ◽  
Economic Security ◽  
Appropriate Technology ◽  
Professional Activity ◽  
Managerial Competence ◽  
Professional Business ◽  
Main Components

The article substantiates the theoretical foundations of the formation of professional competence of future heads of general secondary education institutions by creating the appropriate technology for their implementation in the process of training and professional development. The components of professional competence of the head of ZSSO are defined: knowledge, abilities and skills, professional, business and personally significant qualities, general culture and motivation of professional activity. Highlighted features of a successful leader: psychological, intellectual, social, professional. Also, approaches to defining the essence of the concept of «managerial competence» in the scientific and pedagogical literature are considered. The main components of managerial competence of the education manager are determined. The management of general secondary education institutions is based on the provisions of management theory. Its main components are certain trends, corresponding patterns and related principles of management of general secondary education. Implementation of management in accordance with the requirements arising from the developed laws and principles depends entirely on the management activities of heads of educational institutions. Every manager must know and follow the legal framework. Be «savvy» in matters of legislation. Trends in the development of general secondary education are determined by the development and functioning of public administration, social and economic processes in society. Also, the main definitions of the study are characterized; the analysis of modern requirements to managers of education is carried out; the structure of professional competence of education managers is determined and substantiated; the main methodological approaches to the formation of professional competence of the future education manager are outlined. Management of vocational education is one of the objects of management, which provides a certain level of professional competence of staff to counter and the likelihood of threats and risks, maintaining economic security, resources, personal responsibility for the implementation of certain measures.

scholarly journals TECHNOLOGY OF DESIGNING DIGITAL DIDACTIC VISUAL MEANS IN PROFESSIONAL ACTIVITIES OF TEACHER

2019 ◽  
Vol 2019 (2) ◽  
pp. 49-55
Author(s):  
Bilousova Lyudmyla ◽  
Zhytienova Natalya
Keyword(s):  
Goal Setting ◽  
General Structure ◽  
Postgraduate Education ◽  
Visual Design ◽  
Professional Activity ◽  
Design Activity ◽  
Visual Tool ◽  
Digital Format ◽  
The Creation ◽  
Visual Materials

The article defines the essence and features of the design of digital didactic visual means in the professional activity of the teacher. The fact that there are no pedagogical researches devoted to the specifics of the creation of didactic visual digital means is revealed at the present time, however, the creation of qualitative visual materials requires appropriate competencies, which necessitates disclosure of the specifics of their creation and the corresponding technology. The peculiarity of the design of the digital didactic visual means, which is due to the compositional decisions, typography, coloristics, includes the unity of style and the creation of visual anchors and metaphors. The technology of designing the indicated means consisting of several stages is substantiated, namely: the stage of goal-setting, the stage of didactic design, the stage of visual design, the stage of instrumental design. The stage of goal-setting involves determining the significance and location of the training material in the general structure of the discipline in terms of the relevant topic section; finding out the specifics of the contingent of students; analysis of the complexity of creating a suitable visual tool. The stage of didactic design involves analytical work with information; identification of key elements of informational content; establishing interrelations and hierarchy. The stage of visual design aims to transfer the layout in a visual form and involves taking into account composite decisions, rules of coloring and typography and the adding of visual anchors and metaphors. The final step is to transfer the prototype to a digital format and involves the program realization and receipt of the final product of the digital visual didactic tool. The proposed technology systematizes the process of developing a didactic visual tool and consists of logical interconnected sequential stages which have a certain result. The structure, content and methods of teacher’s design activity at each of the stages are revealed. The proposed technology can be used in the process of training future educators and in the system of postgraduate education.

scholarly journals Developing Philology Teachers’ Inclusive Competence in Postgraduate Education

2020 ◽  
Vol 25 (1) ◽  
Author(s):  
Olena Kazachiner
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Professional Competence ◽  
Postgraduate Education ◽  
Competence Development ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Team Interaction ◽  
Training Courses ◽  
Stimulation Of

This research focuses on the phenomenon of philology teachers’ inclusive competence development as a part of their professional competence.The purpose of the research is to substantiate scientifically the concept of inclusive competence development, to develop and experimentally test the system of philological disciplines teachers’ inclusive competence development in the system of postgraduate education.The following methodology tools were used as analysis, classification, and pedagogical experiments.As a result of this study, the pedagogical conditions for philological disciplines teachers’ inclusive competence development were singled out and theoretically substantiated. The first, stimulation of motivation of philological disciplines teachers to professional activity in the conditions of the inclusive educational environment. The second, updating the content of educational programs of advanced training courses for teachers of philological disciplines in view of the provisions of inclusive education. The third, combination of traditional and innovative forms and methods of teaching teachers of philological disciplines in postgraduate pedagogical education institutions for the implementation of inclusive education in general secondary education institutions. The last, involvement of language and literature teachers in team interaction with specialists of different profiles for the implementation of the tasks of inclusive education through these subjects in general secondary education institutions. It was experimentally proved that the introduction of the model of developing philological disciplines teachers’ inclusive competence in postgraduate education helps to increase their motivation to teaching languages and literature in the context of inclusion, interest in teaching children with special educational needs together with peers in general secondary education, acquisition and application of inclusive knowledge, ddeveloping inclusive skills, as well as significantly affect the level of languages and literature teachers’ professional competence in general. It was concluded that the prepared scientific and methodological support positively influences the stimulation of the process of philological disciplines teachers’ inclusive competence development.

MULTIDIMENSIONAL MANAGEMENT CONTEMPORARY: GENERATION OF SOCIAL MEANINGS FOR A NEW COLLECTIVE IDENTITIES

2018 ◽  
Vol 1 (14) ◽  
pp. 264-273
Author(s):  
Inna Andriivna Semenets-Orlova ◽  
Yaroslava Yaroslavivna Kyselova
Keyword(s):  
Social Activity ◽  
Professional Activity ◽  
Collective Identities ◽  
Dominant Type ◽  
Civil Responsibility ◽  
European Area ◽  
Social Meanings ◽  
Characteristic Features ◽  
Decentralization Reform ◽  
The Individual

The article is devoted to the analysis of the process of generating social meanings on the area of European civilization. Authors assign a separate place to the research of the tendency of increasing social activity in local communities, which accompanies decentralization processes in modern Ukraine. The article analyzes the characteristic features of non-tribes, based on the M. Maffesoli’s concept of “neo-tribalism”, and traces the tendency of reactualization a partly transformed communal way of life of modern tribes. The authors investigate the retrieval of the request for a valuable education in society. It is emphasized on the growing tendency of the filling of the meaning of the professional activity of public administrators, according to the significant request of providing public interests and collective goals by citizens. The authors singled out a new role of public administration — providing public education. In the context of this problem, the authors substantiate the critical need for a successful completion of the authority decentralization reform in Ukraine. Proceeding from the process of neo-tribalism that covers modern Europe, the authors predict the emergence of a new collective identities on the European area. The authors point to a characteristic tendency: Ukrainians are deeply embedded in solving internal problems of society, which manifests in the correction of gaps in cultural and educational policies of past years, self-organization (through volunteer and volunteer movements), civil responsibility for the welfare of their communities, and participation in the management of local affairs. According to the authors, this tendency influences the dominant type of future sociality (it is not the individual “Me”, but “Me as a part of community”).

ФОРМИРОВАНИЕ ПРОФЕССИОНАЛЬНОЙ КУЛЬТУРЫ КУРСАНТОВ КАК НЕОБХОДИМОЕ УСЛОВИЕ СТАНОВЛЕНИЯ СОТРУДНИКА УИС

2020 ◽  
Author(s):  
Alexander Votinov
Keyword(s):  
Russian Federation ◽  
Professional Culture ◽  
Professional Activity ◽  
Teaching Staff ◽  
Successful Performance ◽  
Current State ◽  
Professional Self ◽  
The Russian Federation ◽  
Executive System ◽  
High Level

Современное состояние и развитие уголовно-исполнительной системы Российской Федерации диктует необходимость овладения будущими специалистами комплексом определенных знаний, умений и навыков, позволяющих им эффективно решать служебные задачи. Одним из путей повышения профессионального уровня специалистов является формирование и развитие профессиональной культуры. Проведенный в статье анализ понятия «профессиональная культура» позволяет констатировать сложность его содержания, что связано с особенностями профессиональной деятельности сотрудников УИС, многообразием решаемых задач. Автором подробно исследуется процесс формирования профессиональной культуры в вузах ФСИН России, рассматриваются особенности работы в данном направлении профессорско-преподавательского состава, командиров строевых подразделений, сотрудников отделов по работе с личным составом, приводятся возникающие при этом проблемы и предлагаются возможные пути решения. Отмечается, что успешность формирования профессиональной культуры курсантов зависит от их профессионализма, дисциплинированности, инициативности, настойчивости и личного примера сотрудников. В заключение подчеркивается, что высокий уровень профессиональной культуры сотрудника УИС является условием успешной служебной деятельности и целью дальнейшего профессионального самосовершенствования.The current state and development of the criminal Executive system of the Russian Federation dictates the need for future specialists to master a set of certain knowledge, skills and abilities that allow them to solve official tasks effectively. One of the ways to improve the professional level of specialists is the formation and development of professional culture. The analysis of the concept of «professional culture» in the article allows us to state the complexity of its content, which is associated with the peculiarities of professional activity of employees of the UIS, the variety of tasks to be solved. The author studies in detail the process of formation of professional culture in the universities of the Federal penitentiary service of Russia, examines the features of work in this direction of the teaching staff, commanders of combat units, employees of departments for work with personnel, presents the problems arising in this case and suggests possible solutions. It is noted that the success of the formation of professional culture of cadets depends on their professionalism, discipline, initiative, perseverance and personal example. In conclusion, it is emphasized that the high level of professional culture of the employee is a condition of successful performance and the purpose of further professional self-improvement.

scholarly journals «Proletarian revolutionary» autobiography – security deposit to the «early Soviet» generation of scientists (on the example of the scientific community of Odessa humanities)

2019 ◽  
Keyword(s):  
Scientific Community ◽  
Level Structure ◽  
Political Regime ◽  
Professional Activity ◽  
State Control ◽  
Cognitive Changes ◽  
Chronological Period ◽  
Characteristic Features ◽  
Main Component ◽  
Relationship Of

The article proposes a model for studying the laws of formation, development, dissemination of scientific knowledge and paradigm changes among humanities scientists of the Odessa scientific community through the prism of identity of one generation. The interpretation of the term «generation» is formulated and a chronological periodization of generations of Odessa humanities scientists is proposed. The formulation of the names of the generations of the Odessa scientific community is differentiated in accordance with the ideological component of the dominant types of professional activity for each individual generation of Odessa scientists, which depended in each individually selected chronological period on the prevailing priorities of the formation of professional activity and the prosopographic palette of generation against the background of metamorphoses of available socio-political and sociocultural landscapes. Outlined the characteristic features of the «early Soviet» generation of Odessa scientists. The specifics of the relationship of Odessa humanities scientists with the current political regime, which had a multi-level structure. The main component influencing the activities of scientists was a complex permanent process of institutional, structural and cognitive changes in the public administration system. Against the background of socio-political changes of 1920–1941, the identities of individual Odessa scientists as representatives of the «early Soviet» generation were identified and represented. The gradual pulling of scientists into the yoke of official ideology and party-state control was noted, which led them to fear of the current government, disagreement with which led to a limitation of academic freedom, which manifested itself in total regulation and standardization of professional activity and various oppressions. As a result of which they were forced to indicate facts in their autobiographies that demonstrated their proletarian origin or their participation in revolutionary events on the side of the Bolsheviks.

scholarly journals Study of The Teacher’s Readiness Condition to Implement the Idea of Managing the Personal Trajectory of Professional Development Within the Framework of Digitalization of Education

2020 ◽  
Vol 79 ◽  
pp. 01020
Author(s):  
Tatiana Zinovyeva ◽  
Zhanna Afanasyeva ◽  
Antonina Bogdanova ◽  
Evgeniy Leonovich
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Teaching Staff ◽  
Contemporary Society ◽  
Main Research ◽  
Digital Education ◽  
Moscow City

The article deals with the topical issue of digitalization of education as a component of the digital transformation of contemporary society and the economy in general. The purpose of the research is to identify the readiness status of teaching staff for professional activity in the context of the digitalization of education. The main research methods were the questionnaire (implemented in the form of an online survey among students of the extramural form of study of the Moscow City Pedagogical University working at educational institutions of Moscow), and statistical analysis of the data obtained. The results of an online survey of teachers allowed concluding that today teachers have acquired a positive experience in the use of recommended tested digital educational resources, the ability to develop innovative digital educational and methodological support for the educational process, as well as recognized the need to build a personal trajectory of professional development in the framework of digital education.

scholarly journals Modern Pedagogical Approaches in the System of Engineering Education

2019 ◽  
Vol 28 (6) ◽  
pp. 129-137
Author(s):  
L. V. Orinina ◽  
I. V. Kashuba ◽  
N. V. Dyorina ◽  
E. V. Rabina
Keyword(s):  
Educational Process ◽  
Basic Material ◽  
Professional Activity ◽  
Teaching Staff ◽  
University Graduates ◽  
Self Evaluation ◽  
Pedagogical Training ◽  
Pedagogical Design ◽  
Pedagogical Competence ◽  
Engineering Pedagogy

The article aims at studying the specifics of the psychological and pedagogical competence of future engineers in the structure of the educational process and in relation to the use of innovative and effective educational technologies. At present, the general issues of humanization and pedagogical and methodological support of the educational process are of great importance in light of the need to increase the academic mobility of university graduates who choose to work at universities. The problem of insufficient level of their psychological and pedagogical competence development arises automatically. Psychological and pedagogical competence of a graduate means his (her) ability to mastering the basic material of the psychological and pedagogical unit, the ability to operate the acquired knowledge and put it into practice, mastering acquired skills in the conditions of concrete professional and pedagogical activity.This problem has several solutions. One of the most effective is the possibility of developing and introducing the programmes of advanced psychological and pedagogical training and professional retraining for future engineers specializing in engineering pedagogy.The purpose of the article is to view the effective approaches to the development of psychological and pedagogical competences among future engineers. The authors consider using of the modern IT-technologies to be a strong motivator in this process as well as gamification (role games and business games).As the key tasks of the teaching staff at technical university the following issues are regarded: creation of conditions for the disclosure by future engineers of their professional and personal resources; obtaining by future engineers the information necessary to increase the level of their psychological and pedagogical competence; acquisition of skills necessary for knowledge application in future professional activity; expanding the range of professional competencies of future engineers in the conditions of psychological and pedagogical design.One of the most important aspects of teacher’s activity is reflection, self-evaluation. The authors present teachers’ behavior patterns for reflection and formulate the recommendations for teaching future engineering teachers.Thus, the specificity of training future engineers with the focus on increasing their psychological and pedagogical competence is a complex multi-faceted process, specially organized in time and space, involving consideration of certain psychological and pedagogical, methodological and methodical patterns and aimed at developing professional qualifications of future engineering pedagogues.

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