scholarly journals Parameters, Factors and Criteria of Evaluation of Professional Development by Heads o f Schools

2019 ◽  
Vol 8 (3C) ◽  
pp. 289-296
Keyword(s):  
Professional Development ◽  
General Education ◽  
School Administrators ◽  
Educational Institution ◽  
Social Activity ◽  
Education Institution ◽  
Educational Work ◽  
Development Evaluation ◽  
Teachers Professional Development ◽  
Evaluation Of Professional Development

The article considers parameters, factors and criteria of evaluation of professional development of teachers by heads of school. It was determined that evaluation of professional development of a teacher of the general educational institutions is implemented according to the following parameters: the readiness of a teacher of the general education institution for pedagogical activity, the content of the activity of the teacher of the general education institution, and the result of educational work of the teacher of the general educational institution. It was highlighted that the parameter “The readiness of a teacher of the general education institution for pedagogical activity” consists of the following factors: continuing education and personal qualities of a teacher. It was revealed that the parameter “The content of the activity of the teacher of the general education institution” is determined by such factors as professional duties and creative pedagogical activity. It was also specified that the parameter “The result of pedagogical activity of the teacher of the general educational institution” implies the factor of a teacher`s social activity. The article reveals the results of diagnostics of teachers` professional development evaluation by school administrators via the level of the readiness for pedagogical activity, the content and the result of educational work of a teacher of the general education institution

scholarly journals The effect of extracurricular activities on the adaptation of schoolchildren in a general education institution

2021 ◽  
Author(s):  
И.А. Корецкая ◽  
П.В. Мамчур
Keyword(s):  
General Education ◽  
Extracurricular Activities ◽  
Early Adolescence ◽  
Personality Development ◽  
Educational Institution ◽  
Education Institution ◽  
Teaching Staff ◽  
Main Research ◽  
Study Participants ◽  
Additional Education

Одной из обязательных частей процесса адаптации личности в социуме считается адаптация обучающихся в образовательном учреждении. Наиболее сложным периодом школьной адаптации можно считать переход ребёнка из начального школьного звена в среднее, который характеризуется новыми условиями, формами обучения и сменой преподавательского состава. Именно в пятом классе к школьнику впервые предъявляется множество различных требований. Кроме того, этот период совпадает с началом раннего подросткового возраста у школьников, считающегося наиболее сложным периодом развития личности. Целью нашего исследования было рассмотреть специфику дополнительного образования как одного из факторов, оказывающего влияние на формирование социально-психологической адаптивности у школьников, и выявить особенности обучения детей младшего подросткового возраста, посещающих внешкольные занятия. В качестве основных методик исследования применялись: «Шкала личностной тревожности» А.М. Прихожан, методика социализированности личности учащегося М.И. Рожкова, «Рисунок социальной сети». Выбор данных методик был обусловлен возрастными особенностями участников исследования и позволил сделать подробный и комплексный анализ их уровня адаптации. Результаты исследования позволили создать рекомендации для психолого-педагогической коррекционной работы, направленные на преодоление адаптационных и коммуникативных сложностей у школьников. One of the mandatory parts of the process of adaptation of a person in society is the adaptation of students in an educational institution. One of the most difficult periods of school adaptation can be considered the transition of a child from primary school to secondary, which is characterized by new conditions, forms of education and a change in teaching staff. It is in the fifth grade that a student is first presented with many different requirements. In addition, this period coincides with the onset of early adolescence in schoolchildren, which is considered the most difficult period in personality development. The aim of the study was to consider the specifics of additional education as one of the factors influencing the formation of socio-psychological adaptability in schoolchildren, and to identify the peculiarities of teaching children of early adolescence who attend extracurricular activities. The main research methods used were: “Scale of personal anxiety” by A.M. Prihozhan, the method of socialization of the student's personality M.I. Rozhkova, "Drawing of a Social Network." The choice of these methods was due to the age characteristics of the study participants and made it possible to make a detailed and comprehensive analysis of their level of adaptation. The results of the study made it possible to create recommendations for psychological and pedagogical correctional work aimed at overcoming adaptive and communicative difficulties in schoolchildren.

scholarly journals DETERMINATION OF THE ENVIRONMENTAL LITERACY LEVEL OF STUDENTS IN THE BASIC EDUCATIONAL PROGRAM OF SECONDARY GENERAL EDUCATION IN NOVOCHERKASSK MUNICIPAL BUDGETARY GENERAL EDUCATION INSTITUTION COMPREHENSIVE SECONDARY SCHOOL NUMBER 32

2021 ◽  
Author(s):  
G. S. Drovovozova ◽  
Keyword(s):  
Secondary School ◽  
General Education ◽  
Educational Program ◽  
Test Group ◽  
Environmental Literacy ◽  
Education Institution ◽  
Environmental Safety ◽  
Educational Work ◽  
Level Of Knowledge ◽  
Test Result

Purpose: test development to determine the level of environmental literacy of students in the basic educational program of secondary general education, taking into account the level of knowledge of students in grades 10–11 and approbation of this testing at MBOU Secondary School no. 32 in Novocherkassk. Materials and Methods. While developing the tests, the literature analysis in the field of environmental safety was carried out, the training of the test groups at school was taken into account, which was the reason for an additional analysis of textbooks in general education subjects related to ecology and (or) environmental safety, with regard to the fact that the textbooks selected for analysis should be included in the federal list of textbooks. The structure of the test is described, and an example of test questions is given. Results and Discussions. The test result processing was carried out using MS Excel. The diagrams were built for each test group based on the results obtained, reflecting the level of environmental literacy of each studied class, then, on the obtained test result processing, a general summary diagram determining the level of students’ environmental literacy in four classes was built. The trend line as a growth indicator in an unsatisfactory test result was used in chart. Conclusions: students of secondary general education have a rather low level of environmental literacy. During the tests checking, the regularity that students answered correctly mainly the questions related to school subjects was revealed. The studies confirm that environmental education in schools which has only a small niche in educational work is not paid enough attention.

scholarly journals DIGITAL TWIN OF THE POSTGRADUATE EDUCATION INSTITUTION AS AN ECOSYSTEM OF PROFESSIONAL DEVELOPMENT

2021 ◽  
pp. 33-41
Author(s):  
Tamara Sorochan ◽  
Lyubov Kartashova ◽  
Andrii Hurzhii
Keyword(s):  
Professional Development ◽  
Information Exchange ◽  
Formal Education ◽  
Postgraduate Education ◽  
Educational Practice ◽  
Education Institution ◽  
Educational Process ◽  
Practical Implementation ◽  
Digital Learning ◽  
Teachers Professional Development

The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. For the first time, the authors have revealed the signs of environmental friendliness of the NGDLE, have characterized it as an open, stable, safe and comfortable system for subjects of the educational process, providing information exchange between them, as well as between them and the world around them. Such digital ecosystems are created as digital twins of the real postgraduate education institutions for the efficient lifelong learning and teachers’ professional development. The practical implementation of these new generation concepts has been presented on the example of the Ukrainian Open University of Postgraduate Education, designed to organize and support non-formal postgraduate education. It has become a complex of digital solutions aimed at the implementation of EdTech with a priority in the successful functioning of virtual chairs, conducting the educational process (formal/non-formal education), professional development of students and teachers, attracting people from different regions of the country to training and teaching, highlighting innovative educational practice, etc.

scholarly journals Kultura odgojno-obrazovne ustanove i stručno usavršavanje učitelja

2007 ◽  
Vol 2 (1.) ◽  
Author(s):  
Lidija Vujičić
Keyword(s):  
Professional Development ◽  
Learning Organization ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Practice ◽  
Institutional Development ◽  
Educational Institutions ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Practice Teacher

Referring to many other authors, the author of this paper considers teachers' professional training as the institutional development in changing the culture of an educational institution that increases its capacity for continuous changes of educational practice, and not only the implementation of certain innovations. The particular reason for this is that the existence of new elaborated curriculums, legislations and other regulations, which determine or should direct educational practice, is not adequate for its quality changing. An educational institution is being discussed as an organization, and culture as a characteristic of an organization to which its memebers should adapt in the process of continuous evolution. The author advocates the thesis that threre is a need for different approach to teacher professional training that is aimed at the direct research and changing of personal practice. Teacher professional training is considered here as a strategy in the process of changing the culture of educational institutions. The vision of lifelong learning and continuous professional development demands a teacher who thinks in a critical way, who is trained for reflection and evaluation, who knows how to find or provide the prerequisites for the development of each of their pupils and how to encourage and support them in the process of learning. Above all, a teacher is considered here as an initiator of change, a promoter of learning who cares for their own personal and professional development and who is a part of the developing and learning organization, while at the same timethe reflection is considered to be a significant characteristic of teachers' professional development.

To the 125th anniversary of Khabarovsk Railway College: the formative years

2021 ◽  
Vol 2 (2) ◽  
pp. 203-212
Author(s):  
M. A. Kovalchuk
Keyword(s):  
General Education ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Work ◽  
Technical School ◽  
Social Composition ◽  
The Social ◽  
125Th Anniversary ◽  
Detailed List ◽  
Story Building

The study is devoted to the first two decades of the existence of the Khabarovsk Technical Railway School. It was created during the construction of the Trans-Siberian Railway, and is intended to provide personnel for its eastern section — the Ussuri Railway. At present, the legal successor of the school is the Khabarovsk Technical School of Railway Transport.The problems of recruiting the commanding staff before 1917 are outlined, brief biographies of the first three heads of the school, who played a huge role in its formation, are given. Separately, the issues of staffing the teaching corps, which consisted of staff teachers and engineers involved in production, mainly from the Ussuriysk railway, were considered. The conditions for the recruitment of students and the order of their training are given; a brief description of the social composition of students. A detailed list of taught disciplines is shown, including not only general education, but also special subjects. The practical orientation of the work of the educational institution, which graduated mid-level specialists for the track and traction departments, is noted. The system of educational work in the school, which was based on Orthodoxy, has been investigated. Great importance was attached to the material support of the educational process: the school had a beautiful two-story building for its time.

scholarly journals Professional self-improvement of higher military school teachers

2021 ◽  
pp. 22-32
Author(s):  
Oksana Havryshkiv ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Competence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Education Institution ◽  
Professional Activity ◽  
Improvement Program ◽  
Professional Self

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

scholarly journals THE ROLE OF LEADERSHIP IN TEACHERS’ SELF-EFFICACY

2021 ◽  
Vol 2 ◽  
pp. 348-359
Author(s):  
Mirali Mammadzada
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
School Administrators ◽  
Journal Article ◽  
Secondary Analysis ◽  
The Self ◽  
Leadership Roles ◽  
Teachers Professional Development ◽  
Roles Of Principals

The self-efficacy of teachers is an important aspect that must be considered in evaluating educational systems. It is affected by several factors such as teachers’ professional development, motivation, and satisfaction. These factors are in turn, affected by leadership roles in the educational system. This paper aimed to determine the correlation between the role of leadership and teachers’ self-efficacy through these factors. A qualitative approach was used where secondary analysis of written articles was conducted. The demographic of the sample in each journal article studied included primary, secondary, and tertiary schoolteachers in Europe. Results show that the factors under study are affected by the leadership roles of principals, school administrators, and teachers. Leadership roles improve teachers’ professional development, boost motivation, and increase job satisfaction which as a result, affects the self-efficacy of teachers. Thus, the leadership roles of principals, school administrators, and teachers, particularly a transformational type of leadership in contrast with a transactional form of leadership, affect the self-efficacy of teachers positively and ultimately their performance in their classes. 

scholarly journals Teachers’ Professional Development Courses to Ensure Quality Education

2015 ◽  
Vol 2 ◽  
pp. 302
Author(s):  
Karīna Brikmane
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
General Education ◽  
Development Strategy ◽  
Quality Of Education ◽  
The Sustainable Development ◽  
Modern Education ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development

The focussed professional development of teachers ensures the quality of modern education. In the context of life-long education, each teacher has to develop their professional and personal competence, to ensure the development of general and professional skills and for teachers to be able to face new challenges and undertake their tasks in non-traditional, but well argued ways, because education strengthens intuition, confidence and the ability to knowingly transform acquired experience into innovation. The issue in the research establishes the contradictions seen within society between the goals set in education and their implementation in the teaching process. Attention has been focussed in this research on the current national situation in the professional development of teachers, gathering information on what is offered and researching the improvements needed for a modern adult learning process. The importance of the research was established by the need for changes in general education and the implementation of sustainable development principles. The main strategic principles, the observation of which could significantly increase the possibility of development are prescribed by the “Sustainable Development Strategy of Latvia until 2030”. They are – innovation, tolerance, co-operation and participation, which should also be included in the content of teachers’ professional development courses, in this way directly influencing the improvement of the quality of education as well.

scholarly journals Codification and Validation of Professional Development Questionnaire of Teachers

2016 ◽  
Vol 9 (4) ◽  
pp. 215
Author(s):  
Fatemah Ayyoobi ◽  
Hadi Pourshafei ◽  
Ali Asgari
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Reliability And Validity ◽  
Good Reliability ◽  
Confirmatory Factor ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Evaluation Of Professional Development ◽  
Academic Year

<p class="apa">Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on methodology and data collection procedure was descriptive-surveyed. The population consists of 400 teachers from high in Birjand in the academic year 2013-2014. A sample of 246 was estimated by Krejcie and Morgan. The instrument used in this study is a researcher's questionnaire of teachers’ professional development. In order to assess the reliability and validity was used the content and construct validity by using of exploratory and confirmatory factor analysis and Cronbach’s alpha. Results show that the questionnaire has good reliability and validity. According to the results of a factor analysis of the eight factors (components) were identified for professional development of teachers that explains a total of 54/69% of total variance. It can be concluded that the questionnaire would be a suitable tool for the professional development of teachers.</p>

scholarly journals Innovative Pedagogical System of Institution of General Secondary Education as a Condition of Formation of Social Activity of Pupils

2019 ◽  
pp. 1-13
Author(s):  
Svitlana Kyrylyuk
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Educational Institution ◽  
Social Activity ◽  
Information Space ◽  
Structural Components ◽  
The Social ◽  
Functional Components ◽  
Managerial Activity ◽  
Educational Information

The article describes the meaning of the concept of "pedagogical system". The author describes the features, patterns and structure of the pedagogical system. The peculiarities of multicomponent innovative pedagogical system aimed at forming social activity of students in general secondary education institutions are revealed. In particular, the functional and structural components of the innovative pedagogical system for the formation of students' social activity, their interconnections, and peculiarities of functioning are considered. It is noted that the structural components include the activities of teachers, students, administration and self-government bodies, as well as the goals and content of education, ways of communication, scientific and educational information, educational information space. Functional components include design, prognostic, anticipative, managerial, correction and evaluation, organizational, technological, constructive, communicative and social. The article also presents the formula of innovative pedagogical system. The article describes the features of managerial activity in the conditions of innovative pedagogical system, the necessity of correction and evaluation component is substantiated. Attention is drawn to the fact that the structural and functional components of the pedagogical system are characterized by mutual conditionality, paired bonds, which do not allow the system to collapse. Attention is drawn to the fact that the innovative pedagogical system of formation of social activity of students is a set of connected micro spaces, microenvironments that form a hierarchical system of educational institution aimed at achieving maximum educational effect and formation of social activity of students. The article draws attention to the fact that in the innovative pedagogical system the activity of all components, except general education, is aimed at forming the social activity of students, it is holistic and has integral properties.

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