scholarly journals Psychological Pedagogical Aspects of an Individual’s Professional Career

2017 ◽  
pp. 73-77
Author(s):  
H. Horokhova
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Professional Growth ◽  
Career Planning ◽  
Professional Socialization ◽  
Effective Interaction ◽  
Professional Activity ◽  
Professional Career ◽  
Professional Self ◽  
Career Orientations

The research consists in the exposure of a core of the individual’s professional career psychological pedagogical aspects along with the theoretical analysis of the 'professional career' notion. There are studied the career types, intra-organizational career directions, professional excellence levels and professional career stages. Special attention is paid to consideration of the individual’s professional development periodization. As a result of the research, it was determined that one of the individual’s life boost factors is his/her own professional growth. That what has been identified as a professional life way, professional self-determination, professional activity before means the notion of an individual’s professional career now. The increasing competitive conditions of the modern labor market enlarge the role of individual career planning. There is studied a fine line between the development of a particular personality as a careerist and social interests. Career development implies professional socialization and professional individualization of a personality. Professional development in a selected profession takes place on the basis of professional activity, professional maturity, real self-concept, 'Me-concept' formation according to expectance and achieved results at all stages, phases and periods of individual’s professional development. It is also quite essential to take into account individual and social factors concerning the accordance of person’s career development with real social economic requirements and needs in the context of effective interaction with social and professional surroundings, depiction of corresponding goals and motives. The research materials gave an opportunity to define that the development dynamics problems of a modern individual’s professional career are connected with insufficient advance of his/her career orientations regarding active professional self-actualization, awareness of one’s own identity and professional potential peculiarities. The research methods used in the process of theoretical study are the analysis, synthesis, concrete definition, comparison. The research results also gave a chance to find out that there is a range of unsolved issues which have a significant impact on successful formation and further development of an individual's professional activity as well as career phenomenon development in general. Thus, the prospects of further research surveys are considered to be the research of the formation peculiarities of career orientations in the process of professional socialization.

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 Research of features of career development of teachers in highly rated universities in Europe

2021 ◽  
Author(s):  
Т.Г. Забелина
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Career Management ◽  
Professional Activity ◽  
Educational Organizations ◽  
Professional Career ◽  
Existing Problems ◽  
Factors Influencing ◽  
Additional Education ◽  
Russian Education

Актуальность данной статьи обусловлена необходимостью изучения особенностей карьерного развития педагога в связи с имеющимися проблемами повышения квалификации в России. Автором сформулировано понятие «карьеры» как своеобразного контекста профессиональной деятельности педагога; выделены факторы, влияющие на развитие карьеры. Цель статьи заключается в исследовании зарубежного взгляда на построение карьерного пути педагога, классифицированы формы организации профессионального развития педагога. Автором утверждается важность изучения зарубежного опыта для переноса в сферу российского образования, его трансформации, взаимозависимость процесса управления профессиональной карьерой и профессионального развития педагога. На основе анализа особенностей карьерного развития за рубежом обозначены основные проблемы, связанные с успешным продвижением педагога в его профессиональной деятельности. Статья предназначена для педагогов-исследователей, руководителей образовательных организаций высшего профессионального и дополнительного образования. The relevance of this article is due to the need to study the features of a teacher's career development in connection with the existing problems of professional development in Russia. The author formulates the concept of "career" as a kind of context of a teacher's professional activity; the factors influencing career development are highlighted. The purpose of the article is to study the foreign view on the construction of the career path of a teacher, the forms of organization of professional development of a teacher are classified. The author asserts the importance of studying foreign experience for transfer to the sphere of Russian education, its transformation, the interdependence of the process of professional career management and professional development of a teacher. Based on the analysis of the features of career development abroad, the main problems associated with the successful promotion of a teacher in his professional activity are revealed. The article is intended for teachers-researchers, heads of educational organizations of higher professional and additional education.

Gender-role features of professionalism in the work of socio-individual professionals

2019 ◽  
pp. 75-84
Author(s):  
Igor Zhigarenko
Keyword(s):  
Professional Development ◽  
Public Administration ◽  
Personal Growth ◽  
Professional Growth ◽  
Professional Training ◽  
Effective Interaction ◽  
Civil Servants ◽  
Professional Activity ◽  
Management Activity ◽  
Men And Women

The article provides an analysis of various aspects of professional activity and professional growth of specialists in the socio-economic sector, in particular civil servants, and ways to improve it. The main directions of the study of professionalism in public administration are defined. The characteristics and professionalism of the civil servants' professionalism are highlighted. At the same time, attention was paid to the study of gender differences within the framework of philosophy, psychology, pedagogy, sociology, public administration, both in our country and abroad. An analysis of studies on gender issues in the professionalism of civil servants was carried out, which showed that the main attention is paid to: studies of differences in the profile of professional interests of men and women; the study of the effectiveness of leadership by men and women; research on gender aspects of career development; identifying differences in professional motivation; the study of professional self-determination, professional adaptation; comparison of business and personal qualities of men and women, etc. It is emphasized that the main general psychological requirements for the professional activity of civil servants are: social competence; emotional and psychological culture, which in turn require qualities such as the ability to integrate emotional evaluations and intuitive ideas in decision-making; the degree of psychological and emotional stability; ability to establish effective interaction; ability to understand the interests of both their own and those of colleagues and subordinates; ability to work in a team; ability to manage oneself, understanding of personal values and goals, ability to influence the environment, to manage, to teach; ingenuity, creativity, pursuit of professional and personal growth and more. It is shown that on the basis of interdisciplinary base of knowledge about professionalism a scientific vision is formed concerning: social and psychological bases of formation of professionalism, its dynamics in the context of professional life cycle and career and professional development of professional, acmeological bases of professionalism; various characteristics of professionalism of employees ("portraits", morphological descriptions, models of subjects as a management activity in general, and special types of activity in public administration); professionalism as an object of assessment in the context of personnel management; components of professionalism (knowledge, skills, skills), which are formed in the course of professional training of employees, etc. Therefore, it is important to determine how the gender characteristics of civil servants affect the professional development, as the above-mentioned requirements for professional activity require both feminine and masculine manifestations of personality.

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 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 SPECIFICS OF TRAINING OF PRE-SERVICE TEACHERS TO BE CAPABLE TO SELF-DEVELOP THEIR PROFESSIONAL CAREER IN THE SETTINGS OF STANDARDIZATION OF HIGHER EDUCATION

2021 ◽  
pp. 47-61
Author(s):  
Taras Olefirenko
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Career Planning ◽  
Essential Element ◽  
Professional Career ◽  
National Education ◽  
National Education System ◽  
Ability To Act ◽  
High Standards ◽  
The One

The process of standardization of education is determined by the need to create, on the one hand, unified, and on the other hand, distinctive only to the certain field of knowledge/specialty components, which clearly define the lists of competencies of graduates and expected learning outcomes. This creates the basic mechanisms for developing a wide variety of educational programmers run at higher educational institutions as a basis for training a new generation of specialists with higher education, including pedagogical education, in accordance with the requests of students seen as customers of educational services (internal stakeholders) and employers (external stakeholders). Therefore, educational standards are an essential element of any national education system, the type of which is determined by political, socio-economic conditions, traditions of a particular country and so on. Ukraine, which is no exception, seeks to integrate with the European research and educational space with their high standards in science and education. In the process of specifying the features of training the pre-service teachers to be ready for professional career development with regards to the implementation of Standards of Higher Education in the specialty of 011 “Educational, Pedagogical Sciences”, field of knowledge of 01 “Education / Pedagogics”, in particular for the second (Master’s) level of higher education, it was found that in the list of general competencies of the graduates the most important for the development of professional career are as follows: the ability to search, process and analyze information from various sources (GC2); ability to apply knowledge in practical situations (GC3); ability to acquire and master modern knowledge (GC4); ability to adapt and act in a new situation (GC5); ability of interpersonal interaction (GC7); ability to act socially responsibly and consciously GC8); ability to work in an international context (GC9). Acquisition of such competencies will allow the future teacher to fulfil the five key tasks related to their career growth. These are as follows: 1) career choice; 2) career adaptation; 3) career planning; 4) career change (move); 5) career development.

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

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

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

scholarly journals Advanced education for NCMs’ professional career development: a conclusive experience?

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Daniel Lagace-Roy ◽  
Alena Mondelli ◽  
Carl GA Jacob
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Armed Forces ◽  
General Information ◽  
Development Programme ◽  
Senior Leaders ◽  
Professional Career ◽  
Canadian Armed Forces ◽  
Research Findings ◽  
Professional Development Programme

Abstract The purpose of this article is to present the results of a research which assessed whether the Knowledge Acquisition Programme and the Non-Commissioned Member Executive Professional Development Programme contributed to the Non-Commissioned Members’ effectiveness as senior leaders in the Profession of Arms within the Canadian Armed Forces. Thirty-seven Programme graduates from 2006 to 2015 received a questionnaire containing seven closed-ended general information questions and twelve open-ended programme/course specific questions. Seventeen graduates responded to the questionnaire. Manual coding was used to identify main themes and sub-themes. The research findings determined that both Programmes contributed to the effectiveness of senior leaders in the Profession of Arms within the Canadian Armed Forces. However, some caveats were expressed, and recommendations brought forward to enhance the Programme and to improve its future deliveries.

DEVELOPMENT OF SIGNALS OF SUCCESS OF CAREERS OF THE FACTOR SOCIO-CULTURAL SPHERE

2018 ◽  
Vol 1 (13) ◽  
pp. 157-170
Author(s):  
Khrystyna Vasylivna Pletsan
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Career Success ◽  
Development Planning ◽  
Self Control ◽  
Professional Activity ◽  
Cultural Environment ◽  
Self Development ◽  
Cultural Sphere ◽  
Definition Of

The article analyzes the state and problems of the development of the synergy of the career success of a specialist in the socio-cultural sphere. The main aspects of career development formation are highlighted, attention is paid to the definition of “career specialist’s success” as a process of development, implementation and decision making on the basis of human-centeredness, motivation, self-development and self-realization, a system of professional knowledge, skills and skills that provides professional development, achievement of goals and satisfaction with professional activity.The synergy of career success of a specialist as a targeted activity of a specialist in the socio-cultural sphere in relation to the achievement of the goals and objectives of professional activity was characterized. The preconditions for the career success of a specialist in the socio-cultural sphere have been argued and outlined. In particular, the presence of special features of the cognitive and intellectual spheres, providing a reflection of the activity; developed intellect; high ability to goal-setting; wide horizons; morality; personal maturity, supporting the desire for constant self-development, self-improvement; ability to self-control, self-control and self-realization. Factors, factors, indicators, criteria, components are analyzed. Functions of the career success of specialists in the socio-cultural sphere. The relevance of the management of the success of a career in a specialist in the socio-cultural environment has been substantiated through the implementation of the relevant cycles: professional definition → professional education → selection for the position → professional adaptation → career development planning → professional development → professional development → evaluation of the results of professional activity. It is proved that the success of the career of specialists of the socio-cultural sphere is formed, in accordance with the general laws of development, which contain creative and innovative principles of professional and personal growth. The corresponding subsystems of career success of the specialist of socio-cultural activity, namely: personnel, organizational, personal, and cultural-ethical subsystems, are determined. It is noted that due to the functions of the involved subsystems and associated career orientations, the specialist of the socio-cultural environment, given their interaction and interrelationship taking over the nature of the mutual perception of the activities of these elements, you can get the programmed result — the success of a career. It is substantiated that in order to achieve the success of a career, a specialist in the socio-cultural sphere must possess the appropriate complex of competencies. Namely: the definition of the direction of activity and vision; effective communication; decency and justice; delegation of authority; strategic thinking; making managerial decisions; analytical thinking; skills of working with information; innovation; leadership; professional experience; improvement of activity; change management; demanding possession of knowledge and skills of self-management; ability to make the most of their own abilities; stress management; self-confidence, decisions taken; ability to work in a team; creativity (the ability to creatively approach the decision of managerial tasks, the tendency to improvisation); responsibility; self improvement; organizational skills; trust; conflict management; rational resource management; criticality; orientation to the result. The conclusion is made that the synergy of the career success of specialists in the socio-cultural sphere can be presented in the form of such a structural process: a successful specialist → self-improvement and self-realization of a specialist → creative and innovative principles of professional development of a specialist → human centered dimension of the socio-cultural sphere → achievement of the determined goals and goals of the specialist → measure of goals and goals → synergy of success and career specialist socio-cultural environment.

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