scholarly journals SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING

2012 ◽  
Vol 48 (1) ◽  
pp. 81-90
Author(s):  
Diana Liepa ◽  
Aija Dudkina ◽  
Maruta Sile
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Professional Growth ◽  
Teaching Effectiveness ◽  
Professional Competence ◽  
Daily Life ◽  
Personality Development ◽  
Well Being ◽  
Educational Process ◽  
Self Assessment

Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational process has always been vital. Especial significance is being attached to the teacher’s personality and professional growth, the teacher’s satisfaction with the life in general and their abilities’ conformity to the demands of the profession. The teacher’s satisfaction serves as a motivation factor in order to advance the educator’s professional competence (high mastery). The teacher’s as a professional’s advancement is closely connected with his personality development. The human’s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher’s personality maintains the professional expertise, promotes professional competences’ advancement. There are relationships between aspects of teacher’s well-being and student’s learning, job performance or other aspects of teaching effectiveness. The teacher’s well-being influences the effectiveness of student’s learning. Key words: compensation, dissatisfaction, professional development, satisfaction with work.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

scholarly journals Impact of BYOD on organizational commitment: an empirical investigation

2019 ◽  
Vol 32 (2) ◽  
pp. 246-268 ◽  
Author(s):  
Melina Seedoyal Doargajudhur ◽  
Peter Dell
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Job Performance ◽  
Job Demands ◽  
Well Being ◽  
Job Resources ◽  
Job Autonomy ◽  
Self Assessment ◽  
Content Type ◽  
Perceived Workload

PurposeBring your own device (BYOD) refers to employees utilizing their personal mobile devices to perform work tasks. Drawing on the job demands-resources (JD-R) model and the task-technology fit (TTF) model, the purpose of this paper is to develop a model that explains how BYOD affects employee well-being (through job satisfaction), job performance self-assessment, and organizational commitment through perceived job autonomy, perceived workload and TTF.Design/methodology/approachSurvey data from 400 full-time employees in different industry sectors in Mauritius were used to test a model containing 13 hypotheses using confirmatory factor analysis and structural equation modeling.FindingsThe SEM results support the hypothesized model. Findings indicate that BYOD indirectly affects job satisfaction, job performance and organizational commitment via job demands (perceived workload), job resources (perceived job autonomy) and TTF. Further, job resources influences job demands while TTF predicted job performance. Finally, job satisfaction and job performance self-assessment appear to be significant determinants of organizational commitment.Practical implicationsThe findings are congruent with the JD-R and TTF models, and confirm that BYOD has an impact on job satisfaction, job performance self-assessment and organizational commitment. This could inform organizations’ policies and practices relating to BYOD, leading to improved employee well-being, performance and higher commitment.Originality/valueThe expanded model developed in this study explains how employee well-being, performance and organizational commitment are affected by BYOD, and is one of the first studies to investigate these relationships.

Transformative Professional Development: Outcomes of the Inner Life Renewal Program

2006 ◽  
Vol 11 (1) ◽  
pp. 57-62 ◽  
Author(s):  
Mary Jo Kreitzer ◽  
Lixin Zhang ◽  
Michelle J. Trotter
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Professional Growth ◽  
Well Being ◽  
Self Awareness ◽  
Listening Skills ◽  
Inner Life ◽  
Program Evaluations ◽  
Renewal Program ◽  
Development Outcomes

Health professionals have jobs that are inherently stressful and most have had little opportunity or encouragement to focus on self-care. Over the past 10 years, professional development programs such as the “Courage to Teach” have been developed for teachers in primary and secondary schools. Reported outcomes include personal and professional growth, increased satisfaction and well-being, and renewed passion and commitment for teaching. Based on this model of transformational professional development, a program was developed for health professionals, the Inner Life Renewal Program. Four cohorts of health professionals have completed the program. This brief report provides descriptive information regarding the structure, format, and process of the program and evaluative data based on program evaluations and participant interviews. Outcomes reported by participants include an increase in self-awareness, improved listening skills and relationships with colleagues, and an increased ability to manage or cope with stress.

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

scholarly journals Mastering the basics of pedagogical skills as a pedagogical condition of forming the professional thinking culture of the prospective teachers

2021 ◽  
pp. 110-121
Author(s):  
Larysa Kovalchuk ◽  
Keyword(s):  
Prospective Teachers ◽  
Professional Growth ◽  
Teaching Practice ◽  
Professional Competence ◽  
Educational Process ◽  
Integrative Model ◽  
Pedagogical Training ◽  
Teacher Skills ◽  
Literary Sources ◽  
Pedagogical Skills

The article clarifies theoretical, methodological, organizational and methodical, practical, diagnostic-corrective aspects of studying the issue of students mastering their basic pedagogical skills. It is viewed as a pedagogical condition for forming the culture of the prospective teachers’ professional thinking. The author substantiates methodological approaches (systemic, synergetic, activity-based, personal, culturological, competence-based) in the basis of the research tasks and analyses scientific literary sources to identify the essence of pedagogical skills. In the study, pedagogical skills are considered as an integrated set, the triad of the terms “teacher-pedagogical skills-skillsˮ. By pedagogical skills, the author means a dynamic unity of personal qualities, values, professional competence, developed pedagogical abilities and experience, which contribute to the creative activity, successful professional growth and self-realization of a teacher. The integrative model described in the article, represents the structure of pedagogical skills. It is determined that the structural components of pedagogical skills are humanistic orientation, professional competence, pedagogical technique, pedagogical abilities and pedagogical experience. On the example of professional and pedagogical training of the students in the Faculty of Chemistry, the author presents the content, methods, and organizing forms of educational process, which ensure students’ mastery of basic pedagogical skills. They are mainly developed at various pedagogical courses, methodology of teaching or teaching practice in higher education institutions. Certain criteria and indicators determine the levels of studentsʼ acquisition of pedagogical skills. They were defined during the pedagogical experiment conducted at the Faculty of Chemistry. Keywords: pedagogical activity, teacher, skills, pedagogical skills, professional skills, culture of professional thinking.

scholarly journals FORMATION OF SOCIAL EDUCATOR’S DIGITAL COMPETENCE AS A WAY TO PROFESSIONAL GROWTH

2021 ◽  
Vol 33 (2) ◽  
pp. 185-204
Author(s):  
Olesia Vlasii ◽  
Olha Dudka ◽  
Nadiia Ivanochko
Keyword(s):  
Information And Communication Technologies ◽  
Professional Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Digital Tools ◽  
Professional Activity ◽  
Digital Competence ◽  
Professional Activities ◽  
Internet Resources ◽  
The Impact

In the article, the impact of digitalization of education on the transformation of the professional competence of a social educators is analyzed; the need of the formation of digital competence of social educators in the context of the widespread implementation of information and communication technologies in the educational process is substantiated; the state of using educational Internet resources in the professional activities of social educators is analyzed; the importance of improving the level of digital competence as a component of the professional competence of social educators is substantiated; the use of digital tools as a practical toolkit for social educators is proposed; a brief overview of digital tools that will be useful in the work of a social educator is provided; a training course "Using Internet resources in the work of a social educator" developed by authors is presented; the course consists of four modules in accordance with the main directions of the social educator's activities, in particular, diagnostic, developmental, educational and preventive work; the course has a practical focus, for the implementation of practical tasks, adapted to the professional activity of a social educator, instructional and methodological materials are developed that make it possible to conduct the course both offline and online; the course is developed on the principles of accessibility, comprehensibility, professional orientation and motivation; to implement the developed course, it is recommended to use the Google Classroom platform, which makes it possible to combine traditional and innovative forms and methods of teaching, which is especially important in the context of the introduction of distance and blended learning; the results of approbation of the developed course, which was conducted for social educators of the Nadvirnyansky district of Ivano-Frankivsk region are presented; taking into account the results of approbation, the conclusion is given about the advisability of using the course for the professional growth of social educators, including for the formation of the readiness of a social educator for the implementation of digital tools into professional activities.

scholarly journals Accessible Educational Environment and Pedagogical Support: Theories and Solutions

2019 ◽  
Vol 3 (2) ◽  
pp. 104-110
Author(s):  
Ирина Атякшева ◽  
Irina Atayaksheva ◽  
Татьяна Литвинцева ◽  
Tat'yana Litvinceva ◽  
Татьяна Кель ◽  
...  
Keyword(s):  
Personal Development ◽  
Developmental Psychology ◽  
Personality Development ◽  
Well Being ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
Social Pedagogy ◽  
School Events ◽  
Feasible Solutions

The research features the concept of accessible educational environment provided by educational institutions. The paper introduces some models of accessible educational environment, pedagogical support, its principles, forms, and methods. The authors define the pedagogical conditions that would contribute to personality development in an accessible educational environment. Potential and feasible solutions can be identified according to various educational technologies that reveal the subtleties of pedagogical activity in the context of modern personal development, the features of which are specified on the basis of psycho-correction, psycho-didactic, developmental psychology, social pedagogy, and social psychology. One’s involvement in the developmental and educational process is determined by various components of the activities carried out by the student, i.e. his or her well-being, desire to learn and communicate, to belong, entertain, help other students, parents, and teachers, to visit the library, participate in school events, etc. Modern pedagogy offers a variety of social and educational activities for people with special needs, thus ensuring continuous personality development.

Does Slow and Steady Win the Race? The Impact of Block versus Concurrent Field on BSW Students' Professional Development and Emotional Well-Being

2006 ◽  
Vol 12 (1) ◽  
pp. 203-217
Author(s):  
Matthew T. Theriot ◽  
Toni K. Johnson ◽  
Mary Mulvaney ◽  
Jane A. Kretzschmar
Keyword(s):  
Professional Development ◽  
Social Work ◽  
Professional Competence ◽  
Social Work Students ◽  
Well Being ◽  
Future Research ◽  
Field Instructors ◽  
Field Placements ◽  
Social Work Programs ◽  
The Impact

Despite their immense popularity and widespread implementation, research has yet to compare block and concurrent models of field. In filling this gap in the literature, this study evaluates the impact of each model on undergraduate social work students' professional development and emotional well-being. Sixty-eight students in BSW field placements at one large university participated in this study. Students were able to select which model of field to undertake, and, in general, most students selected block field placements because they wanted to graduate early. Conversely, students in concurrent field reported having more obligations outside of field, including family and other employment. Utilizing data collected from students and their field instructors, statistical analyses showed no differences in measures of professional competence, depression, assertiveness, or self-esteem between students in the two field models. In light of such findings, the authors discuss the implications of this study for social work programs and outline suggestions for future research.

scholarly journals FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE DOCTORS IN MODERN CONDITIONS

2021 ◽  
pp. 109-114
Author(s):  
А. B. Kostyshyn ◽  
Z. R. Ozhogan ◽  
Z. Т. Kostyshyn ◽  
О. М. Ilnytska ◽  
V. М. Shturmak
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Personality Development ◽  
Practical Experience ◽  
Educational Process ◽  
Academic Disciplines ◽  
Complex Objects ◽  
Educational Innovations ◽  
Problem Situations ◽  
Interdisciplinary Problems

IFNMU actively uses educational innovations in various pedagogical processes, determining adequate mechanisms for the transformation of higher education. After all, innovative education is a constant desire to re-evaluate values, preserve those that are of undeniable importance, and discard those that are already outdated. In the practice of IFNMU, the diversification of educational technologies allows effectively combine them through the modernization of traditional education and its reorientation to distance education. With this approach, teachers focus on the personal development of future professionals, the ability to master new experiences of creative and critical thinking, finding solutions to educational problems. Therefore, we consider the innovative educational technology as a general didactic process, which consists in using a set of methods and techniques of joint activities of the subjects of the educational process aimed at achieving the goal of learning, personality development and creative and professional acquisition of knowledge and competencies in accordance with the tasks of training specialists of modern times. The process of forming the professional competence of future doctors consists of a set of consistent, purposeful actions that contribute to the renewal, modification of purpose, content, organization, forms and methods of teaching and education, adaptation of the educational process to new socio-historical conditions. Innovations in medical education do not arise spontaneously, but arise as a result of systematic scientific research, analysis, generalization of pedagogical experience. The basis of these processes is the implementation of the achievements of psychological and pedagogical science in practice, study, generalization and dissemination of advanced domestic and foreign pedagogical experience in training doctors. At the present stage, the integration of knowledge in pedagogical theory is seen as a synthesis of interacting sciences on the basis of some basic discipline. The mechanism of interdisciplinary integration is to implement the explanatory, constructive and prognostic functions of academic disciplines, in their transformation into a methodological, theoretical and technological means of building holistic models of the researched phenomena and processes, solving cognitive and professional problems. As the practical experience of synchronizing the study of related educational material from different courses has shown, as well as the maximum use of multidisciplinary knowledge to study complex objects and concepts of medicine is an important condition for the effectiveness of the educational process. Productive integration of knowledge covers such ways as solving interdisciplinary problems, performing complex practical tasks, conducting educational and research observations, conducting lectures and practical classes, applying problem situations in one discipline to classes in another.

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