scholarly journals Professional Development and Self-fulfilment of the Teacher in the Current Environment

2021 ◽  
Vol 7 (1) ◽  
pp. 387-406
Author(s):  
S. Sviderskaya ◽  
E. Shabasheva ◽  
Yu. Ignatovich
Keyword(s):  
Professional Development ◽  
Training Programs ◽  
Modern Society ◽  
Teaching Staff ◽  
Advanced Training ◽  
Entire System ◽  
Self Development ◽  
Professional Self ◽  
Personal Qualities ◽  
And Performance

The article examines core trends in the development of modern society and education. The aim of national educational project recently created in Russia is to enhance its entire system of education. In this regard, the objectives of the project have been identified which include, among others, the training of current teaching staff, their retraining and advanced training programs. Since the changes entail teachers and their professional development, we have highlighted a number of relevant problems. We find the solution to these problems in studying the process of the teacher's professional self-fulfilment. In this paper, professional self-fulfilment of the teacher is understood as an integral dynamic characteristic, reflecting the teacher's personal qualities in pedagogical activity. The idea of personal self-fulfilment is not limited to one idea of constant self-development and striving for a certain ideal, but invites a person to understand themselves, their ambitions, uniqueness and inner potential that can be realized either in professional or any other course of development. The article pays special attention to the formation of the teacher’s “competences of the future” as one of the objectives and conditions for improving professional development and professional self-fulfilment of the teacher. On the basis of individual and motivational and performance-oriented approaches we have proposed the structure of the teacher's activities aimed at professional development and self-fulfilment.

Vocal and performance development as part of future music teachers professional training

2017 ◽  
pp. 159-163
Author(s):  
A. S. Maievska
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Music Teachers ◽  
Music Teacher ◽  
Self Development ◽  
Professional Self ◽  
Personal Qualities ◽  
Methodological Approaches ◽  
Performance Development ◽  
And Performance

The article deals with the problem of the vocal and performance development of future music teacher as a complicated, important, holistic, multifaceted process of awareness and improvement, development ability to complete creative professional realization and performance of personal qualities and talents of the teacher. It analyses nformation about professional development and self-development of personality as a study subject of psychologists and educators; it presents different methodological approaches to its solution. It is concluded that professional self-development is connected with the inner combination of constituents of the psyche of personality aimed at its efficacious interaction with the environment by means of achieving the result which is personally significant and adequate to the requirements of society. The professional development is defined as conscious human activity aimed at full self-realization of themselves as individuals in the field which is determined by their future profession. Great attention is focused on the reasonability of consideration of professional self-development issue from the perspective of readiness for its implementation. It is concluded that the development of vocal and performance is an important, multifaceted component that occurs at all stages of professional training of future music teachers and includes various forms of self-expression, self-improvement, self-fulfillment, the ability to realize much better teacher’s personal talents and professional skills. The following research is aimed to identify pedagogical conditions of vocal and performance development of future music teachers in the classroom setting rates.

scholarly journals Advanced training for teachers in the Ligh of Changes in state Policy in the Area of Education

2013 ◽  
Vol 2 (2) ◽  
pp. 193-198
Author(s):  
Elena Gubanova ◽  
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
State Policy ◽  
Advanced Training ◽  
Self Development ◽  
Pedagogical Competence ◽  
Professional Self ◽  
Basic Approaches ◽  
Personalized Approach

The article discusses the role of advanced training in the context of changes in state policy in the educational area. In this study you can find basic approaches to the development of a model for advanced training for teachers. We show the prospects for applying personalized approach which contemplates the realization of individual plan of professional development for teacher’s personality. An individual plan of professional development for teacher’s personality gives an opportunity to build an individual educational way (trajectory) (to plan the timing and forms of advanced trainings, periods, etc.). We also show a modernization model of advanced trainings for teachers. The author comes to the conclusion that personalized approach to the developing a model of advanced training for educators will ensure the development of their personal and professional skills (professional readiness, pedagogical competence, professional identity, willingness to teach, teaching communication, professional self-development, ambition for advanced training).

SELF-EVALUATION METHODOLOGY OF PROGRAMMERS' COMPETITIVENESS IN THE CONTEXT OF LIFELONG EDUCATION AND PROFESSIONAL SELF-DEVELOPMENT

2019 ◽  
Vol 5 ◽  
pp. 169
Author(s):  
Edgars Katans ◽  
Irēna Katane ◽  
Gatis Vītols
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Wilcoxon Test ◽  
Evaluation Methodology ◽  
Lifelong Education ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Self Evaluation ◽  
Self Development ◽  
Professional Self

Contemporary social sciences, including pedagogy and psychology, carry out researches in the field of competitiveness. The more competitive each member of the society is, the more competitive is the society as such. The aim of research was: experimentally approbate the developed methodology for evaluating the competitiveness of programmers. Research methods were: survey as pedagogical experiment, projective method for data obtaining; Wilcoxon test for data processing. The results of the  pedagogical experiment testify that: during the pedagogical experiment,  research participants changed their competitiveness self-assessment. Therefore it is very important to know self-evaluation indicators of professional development because it significant impacts both: programmers notions about professional self-development and competitiveness as result of this development, changing competitiveness self-assessment as well. During the experiment, the participants of the research gained new experience of reflection, reflecting on their professional development, including professionalism, career, in past, present and future, and this reflection experience can serve as a basis for programmer's professional development and adequate competitiveness self-assessment. The experimentally approbated self-assessment methodology of professional development and competitiveness is valid and can be used in further research. 

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 PROFESSIONAL CAREER SUPPORT TEACHER-PSYCHOLOGIST

2021 ◽  
Vol 4 ◽  
pp. 67-77
Author(s):  
Svetlana Dombek ◽  
Natalia Lebedeva
Keyword(s):  
Professional Development ◽  
Practical Implementation ◽  
Career Support ◽  
Professional Career ◽  
Self Development ◽  
Psychological Competence ◽  
Professional Self ◽  
Support Teacher ◽  
Pedagogical Research ◽  
Necessary And Sufficient

The article deals with the problem of professional development of a psychologist's career in education. The authors of the article clarify the concept of «professional career»; identify the necessary and sufficient organizational and managerial conditions for supporting the professional career of a teacher-psychologist; conclude that the development of auto psychological competence in teachers-psychologists at the stage of professional adaptation is relevant.Analysis of the results of the study showed that young educational psychologists are focused on professional self-development, but they need competent support for their professional career. The authors describe the experience of practical implementation of organizational and managerial conditions for supporting the professional career of a teacher-psychologist, and note the positive dynamics of the participants ' readiness to build a professional career.The article is intended for public reading, as well as for those who are interested in psychological and pedagogical research. 

scholarly journals The adoption of educational and professional task and professional development

2018 ◽  
Vol 27 (3) ◽  
pp. 207-212
Author(s):  
N.V. Prorok
Keyword(s):  
Professional Development ◽  
Negative Influence ◽  
The Self ◽  
Professional Activity ◽  
Psychological Model ◽  
Education Professional ◽  
Self Development ◽  
Professional Self ◽  
It Skills ◽  
Practical Task

In the article is show the results of experimental research of process acceptance and realization by a psychologist the education-professional problem, what is embedded in professional-practical task. Was proposed the psychological model of its process, the basic component of it is: the demands in the self-changing, motivational-target formation «desire for self-improvement», the problematization of  available forms and means of professional activity, the ability to the solving of new educational-professional tasks. Was showed that the formulation of the specific perceived education-professional problem is doing when the personality desire to the self-development is available. Just because of it skills and abilities takes some practical direction – to the realization of the aim. Was substantiated that the solving of professional-practical task which was formed in professional life is not realize without the access to the educational space.  That’s why the professional self-development is realizing in the context  of self-education, what becomes a tool of the self-development. Are outlined the main types of professional development of practical psychologists (follow the criteria of the presence of a desire for self-improvement): «adaptive» – the subject is ready to set the teaching and educational tasks which are «into» the professional function and direction to the improve of the existing competencies; «active» – the specialist  set the teaching and educational tasks which aimed to expansion of competencies which are formed and used; «protective» – declaration of intention to work with itself, the teaching and educational tasks are not setting; «passive» – the person declarates the absence of desire to work for self-improvement. The behavior of professional within other types of professional development can have a positive or negative influence to professional activity.

scholarly journals Personal and professional development of additional education teacher in the course of methodological work

2021 ◽  
Vol 98 ◽  
pp. 04014
Author(s):  
Zhanna Chaykina ◽  
Mariia Mukhina ◽  
Marina Gruzdeva ◽  
Olga Cherney ◽  
Olga Golubeva
Keyword(s):  
Professional Development ◽  
Development Strategy ◽  
Professional Competence ◽  
Action Plan ◽  
Educational Organization ◽  
Education Teacher ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
Additional Education

The contemporary development strategy of Russian education puts forward several requirements for the system of additional education for children and teachers engaged in this field. The teacher must have the ability to self-development and self-improvement, be engaged in creative and innovative activities. The authors note that in the current conditions, the teacher must choose the only correct trajectory of professional advancement that will lead to the achievement of the desired results. The individual trajectory of personal and professional development of a teacher can be represented as a trajectory of professional self-development and self-improvement of a teacher of additional education in the course of teacher’s methodological work. The purpose of the current research is to develop, theoretically substantiate, and experimentally test the program for implementing an individual trajectory of personal and professional development of additional education teacher in the course of teacher’s methodological work. Implementation of individual trajectories of personal and professional development of additional education teachers in the educational organization involves the development of a specific action plan of the heads of departments, educational and methodological service of the institution, as well as very additional education teachers. The tasks of the educational and methodical service of an educational organization in this process are aimed at encouraging teachers, attracting them to innovative activities, various types of methodological work, and providing pedagogical and methodological support. The use of individual trajectory of personal and professional development in the course of organizing methodological work in the educational organization of additional education contributes to an increase in the professional competence of teachers as well as the development of their interest in this process.

scholarly journals TRAINING AS A FORM OF PROFESSIONAL SELF-IMPROVEMENT OF THE EDUCATIONAL MANAGER

2018 ◽  
Author(s):  
Valentina Hladkova
Keyword(s):  
Educational Institution ◽  
Education Institution ◽  
Practical Implementation ◽  
Advanced Training ◽  
Self Development ◽  
Professional Self ◽  
Use Of The Internet ◽  
Social Organizational ◽  
Educational Staff ◽  
Independent Work

Internship is a form of advanced training. In the system of advanced training, modern pedagogical technologies are used. Such technologies are based on the trained independent work of the students in the conditions of wide use of the Internet. It is proposed to introduce into the existing curricula for the training of additional special courses (additional module) "Akmeologiya management education institution". The result of mastering this module is the construction of a cadet own progressive trajectory of professional self-improvement (pragmatic result) and readiness for its practical implementation (psychological result). Improvement of the qualifications of the educational staff should be carried out in the form of internship using permanent and distance form. The general internship program for this contingent of employees involves three phases - appointment, work and final. The theoretical material is processed in eyeglass lectures-presentations and seminars. At the same time, it provides significant assistance in business and quasi-professional games. At the end of the introductory phase of the internship, the choice of the theme for an individual-creative task is carried out. During the next working phase, each trainee prepares an individual creative work according to the chosen topic. Such a task may be the social-organizational project of organization development, the author's program of self-development (self-realization), etc. Work on individual and creative tasks is carried out in correspondence mode. It can dial distance and involves coaching. The formation of the ability to personally-professional self-development contributes to the use of acmeological technologies. The possibility of formation of acmeological competence is considered. One of the forms of such technology is acmeological training. The final stage in the formation of the acmeological competence of the educational institution manager is the acme-synergetic accompaniment.

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

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

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

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