scholarly journals DYNAMICS OF DEVELOPMENT OF THE EDUCATORS’ PROFESSIONAL SELF-CONSCIOUSNESS IN THE PROCESS OF PROFESSIONAL SKILLS IMPROVING

2020 ◽  
Vol 1 (1) ◽  
pp. 83-95
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Professional Community ◽  
Self Control ◽  
Professional Activity ◽  
Professional Experience ◽  
Years Of Experience ◽  
Professional Skills ◽  
Cognitive Component ◽  
Professional Self

The article is devoted to the study of the problem of dynamics of development of professional self-consciousness of educators in the process of professional skills improving. To the empirical research were involved 385 individuals — senior students who do not have professional experience; educators who at the time of the study worked on the specialty less than 5 years, from 5 to 10 years or more than 10 years. It was found that the value-semantic component is the most important component in the self-consciousness of specialists of pedagogical profession, regardless of the level of qualification. The cognitive component gaines more weight for educators with 5 to 10 years of experience and more than 10 years of experience. The weight of the evaluative component decreases with the increase of professional experience. Emotional component acquires the greater value for pedagogues with more than 10 years of experience and the least value for educators with up to 5 years of experience. The regulatory component gaines more weight for employees with up to 5 years of experience and undergraduate students. Motivational component has the least importance for the undergraduate students. The volitional aspect of professional self-consciousness gaines the most weight for future educators. Therefore, there are differences in the process of development of all components of educators’ professional self-consciousness with different levels of qualification. Making sense of one’s own professional activity and awareness of oneself as part of professional community is important, regardless of professional experience. With the increase of professional qualification, the role of professional self-esteem and self-acceptance in the activity decreases, but the level of self-understanding in the profession increases. With the increase of skills level, educators pay less attention to the issues of self-control and self-regulation in their professional activities.

scholarly journals PREVENTION PECULIARITIES OF TEACHER PROFESSIONAL DEFORMATION IN EDUCATIONAL ORGANIZATION

2021 ◽  
Vol 229 ◽  
pp. 76-82
Author(s):  
L.G. Pak ◽  
◽  
E.P. Mullova ◽  
Keyword(s):  
Personal Growth ◽  
Self Regulation ◽  
Self Control ◽  
Professional Activity ◽  
Educational Organization ◽  
A Value ◽  
Professional Self ◽  
Teacher Professional ◽  
External Incentives

The issue of preventing professional deformation of a teacher in an educational organization arouses a stable interest on the part of science and practice in the context of improving the quality of educational services provided to students in an educational organization. The professional deformation of the teacher is considered by us as accumulated changes in the qualities of the pedagogical worker under the influence of professional activity, social (external) and individual (internal) factors that negatively affect the quality of the labor functions of the subject of pedagogical labor, building a professional-personal life prospects, ways of self-improvement and self-realization. The study of scientific literature on the problem of research allowed us to meaningfully describe the prevention of professional deformation of a teacher in an educational organization as a process of appropriately designed measures aimed at minimizing the probability of distortion of the professional and personal profile of a pedagogical worker by updating the personal potential of a specialist and the resource opportunities of the environment (school, family, society) to optimize pedagogical work, create stress tolerance, improve the quality of life, achieve professional longevity of a teacher. We are justified ways (diagnostic, psychological and pedagogical, fascinating, vocational and amkmeological) of prevention of the teacher’s deformation, which allow to reduce negative factors leading to the manifestation of destructive changes in the teacher’s personality, were analyzed. We have identified organizational concentrators for preventing professional deformation of the teacher: a value-sense concentrate (activation of the value-sense position of timely stabilization of the professional functioning of the teacher in the present and future; developing confidence in the self-effectiveness and self-control of difficult situations; the implementation of external incentives for the formation of labor motivation; creation of a creative, psychological-safe atmosphere of professional achievements); informational and informative concentrate (expansion of the teacher’s awareness range about his own resources, as well as about the resources of the micro- and macrosocium in preventing professional deformation; accumulation of ideas about ways of professional self-development, self-improvement, stress resistance, self-preservation); A proactive concentrate (integrated use of externally defined and internally conditioned resources to address behavioural risk situations in education; mastering the ways of introspection, self-regulation of the emotional-will sphere; development of skills to build constructive professional communications; promoting the professional and personal growth of a teacher).

scholarly journals ГЕНДЕРНО-ВІКОВІ ТА ОРГАНІЗАЦІЙНО- ПРОФЕСІЙНІ ЧИННИКИ КРЕАТИВНОГО ПОТЕНЦІАЛУ ФАХІВЦІВ СОЦІАЛЬНОЇ РОБОТИ

World Science ◽  
2018 ◽  
Vol 3 (8(36)) ◽  
pp. 50-56
Author(s):  
Балахтар В. В.
Keyword(s):  
Professional Development ◽  
Self Regulation ◽  
Organizational Factors ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Experience ◽  
Way Of Life ◽  
Creative Potential ◽  
Self Development ◽  
Professional Self

The article deals with the age and organizational factors of the creative potential of Social Work specialists. On the basis of the results of the empirical study, the level of creative potential, the indicator of creative potential depending on gender, place of the residence of specialists, length of work, the stage of professional development ("self- determination as a specialist", "the stage of self-projecting of professional path"), "self-regulation in professional self-development, self-affirmation and self-improvement in professional activity ","self- realization of a specialist as a professional, the achievement of “achme”, “a reflection of professional experience and self-creation of meaning further way of life”.

Methods of preparing children to learn Russian at school

2020 ◽  
Author(s):  
Anna Biba
Keyword(s):  
Preschool Children ◽  
Cognitive Development ◽  
Primary School ◽  
Undergraduate Students ◽  
Self Control ◽  
Federal State ◽  
Primary School Teachers ◽  
Current Content ◽  
Professional Self ◽  
State Educational

The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.

scholarly journals Professional Reflection as Constituent of Personality Self-Development of Future Lawyer

2017 ◽  
Vol 5 (4) ◽  
pp. 99-111
Author(s):  
Oksana Kulida
Keyword(s):  
Social Life ◽  
Professional Training ◽  
Positive Attitude ◽  
Activity Patterns ◽  
Self Regulation ◽  
Self Determination ◽  
Professional Activity ◽  
Self Reflection ◽  
Self Development ◽  
Professional Self

In the article the professional training of a future specialist is analyzed; development, self-development, self-determination and self-reflection are its main tasks. It is proved that reflection plays the synthesizing role and encourages the widening of the personality limits. The reflection essence is personality’s realizing oneself as a potential or a real subject of a particular professional activity. According to the lawyers’ professional training results this activity determines not only proper specifics of the attitude to a profession but one’s personal or social life. It has been justified that professional self-reflection is carried out as the initial professional self-determination of a personality and the series of professional choices. It is noted that the positive attitude to oneself encourages the positive attitude to the future and awareness of one’s abilities in achieving a goal is taking place on the conditions of a positive attitude to future. It has been proved that one of the main components influencing the formation of today’s specialist abilities in achieving success in professional activity and professional self-actualization is the high level of the formed professional self-consciousness. The model of professional self-reflection of a future specialist corresponds to the psychological structure of self-consciousness and it has three subsequent interconnected stages: professional self-knowing, self-attitude and self-regulation, the content of which is determined by peculiarities of professional activity of a specialist and requirements set by a personality to one’s professional knowledge, skills and professionally important qualities. It is emphasized that professional self-reflection specifies the understanding oneself as a subject of a particular professional activity and involves the availability of: the conscious process of forming one’s attitude to the professional-working sphere; self-assessment of one’s individual psychological qualities and comparing one’s abilities with psychological requirements to a profession; the constant search for senses in a professional activity; self-regulation of behavior carried out through correlation of inner-personal and social-professional needs and directed to reaching a set goal. It has been proved that reflection activity is an important condition of self-development of a personality, an indicator of personal and professional values and senses determining the culture of activity. Reflection activity is considered as one of the ways education modernization and a mechanism of independent development, search, discovery, creation or making a new product, constructing individual experience, experimental check of external impacts, stereotypes, activity patterns, self-development forecasting.

scholarly journals Evaluation of the development level of several professionally significant psychological qualities of future specialists in extreme professions

2020 ◽  
Vol 4 (4) ◽  
pp. 433-441
Author(s):  
Екатерина Игоревна Гермацкая
Keyword(s):  
Self Regulation ◽  
Self Control ◽  
Motivational Orientation ◽  
Professional Activity ◽  
Professional Activities ◽  
Emergency Situations ◽  
Development Level ◽  
High Level ◽  
Almost All ◽  
The University

Purpose. Studying the level of development of certain professionally significant psychological qualities of future specialists in extreme professions, such as volitional self-regulation, propensity to take risks, motivation to achieve success or overcome failure. Methods. Carrying out an ascertaining experiment: psychological testing using the techniques: «Motivation of success and fear of failure» (questionnaire by A.A. Rean), «Research of the propensity to take risks» (questionnaire of A.G. Shmelev), «Level of volitional self-regulation» (questionnaire A.V. Zverkov and E.V. Eydman). Findings. The results of studying the level of development of volitional self-regulation, self-control and perseverance, motivational orientation and propensity to risk of the 1st and 3rd year students of the University of Civil Protection of the Ministry of Emergency Situations of Belarus are presented. The conditions of professional activity of specialists in extreme professions are briefly considered. Strong-willed efforts for workers in extreme activities are necessary to overcome such external obstacles as difficulties in professional activities, various hindrances, confronting with other people or life circumstances. It can be concluded that the majority of respondents are characterized by a high level of volitional self-regulation, perseverance and self-control. The overwhelming majority of the first and third year students were diagnosed with pronounced motivation to achieve success. It has been found that almost all respondents participating in the study had an average level of propensity to take risks. Application field of research. The presented results can be used to work out a program for the development of professionally important psychological qualities, skills and abilities of extreme profile specialists aimed at forecasting the main conditions and regularities of their formation.

scholarly journals Universal coordinates and methods of reformatting an ambiguous humanitarian paradigm

2021 ◽  
Vol 84 (4) ◽  
Author(s):  
V.I. Tsoі ◽  
Keyword(s):  
Self Regulation ◽  
Qualitative Difference ◽  
Functional Model ◽  
Self Determination ◽  
Educational Activity ◽  
Professional Activity ◽  
Market Uncertainty ◽  
Or Efficiency ◽  
Professional Activities ◽  
Professional Self

In the conditions of market uncertainty, the coronavirus pandemic, the absence of an officially articulated national idea, national interests and ideology in Kazakhstan, the problem of the lack of logically justified and coordinated coordinates of systemic thinking, an unambiguous paradigm of humanitarian thinking (analytical, pedagogical, managerial, economic, etc.) is becoming more and more clearly realized as the most important conditions for personal, civil and professional self-determination. The purpose is to substantiate the general logical coordinates and methods of reformatting the ambiguous humanitarian paradigm used in the activity. The study used various methods: the ontological principle of genetically meaningful logic, the method of transformation of concrete images of objects based on their abstract essence, the method of ascent from the abstract to the concrete, the speculative language of schematic images of thought and the language of methodological theory of activity. Logically justified universal abstract-concrete coordinates of universal motion are given. In relation to life and the world of activity, they can be concretized by coordinates: "standard of living – efficiency of activity", or "efficiency of activity – time", or "results – costs", or "quality – quantity", etc. The use of motion vectors in the logic of descent from the concrete to the abstract (NCA), ascent from the abstract to the concrete (AAC), as well as in their combination – logic CAC gives certainty to thinking. As an example, the scheme of the qualitative difference between educational (pre-professional) activities from professional ones using these methods and paired dialectical categories is given. The scheme and description of the functional model of the system object, considered as a rubicon of the transformation of educational activity into professional activity, are given. To reformat the indefinite, ambiguous paradigms of the humanities used in the activity into functional-logical, visible, constructive and unambiguous, it is recommended to use abstract-concrete coordinates, the methods given, the language of schematic images and the paradigm of the methodological theory of activity. As an example, the concept of a typical unit of activity development is given. A visible unambiguous paradigm is a necessary, but not sufficient prerequisite for adequate personal, civil and professional self-determination of a person in situations of high uncertainty. A sufficient prerequisite is the acquisition by subjects of appropriate reflexive-thinking abilities for self-determination, self-organization, self-regulation, etc.

scholarly journals ON THE ISSUE OF VERIFICATION OF THE EFFECTIVENESS OF THE INTERDISCIPLINARY APPROACH APPLICATION OF IN TRAINING MASTERS OF PUBLIC HEALTH

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Natalia M. Kalyniuk ◽  
◽  
Lubov M. Romaniuk ◽  
Nina Ye. Romaniuk ◽  
◽  
...  
Keyword(s):  
Public Health ◽  
Health Professionals ◽  
Professional Training ◽  
Interdisciplinary Approach ◽  
Professional Community ◽  
Educational Process ◽  
Professional Activity ◽  
Public Health Professionals ◽  
Professional Self ◽  
Interdisciplinary Integration

The expediency of conducting research and experimental work at the stage of identifying opportunities to improve the educational process in training future public health professionals on the basis of interdisciplinary integration is substantiated. The article is devoted to the role of experimental pedagogical research as a means of testing the effectiveness of interdisciplinary integration in the training of future public health professionals. It is generalized that the issue of professional training of future specialists in the specialty «Public Health» in the pedagogical literature is considered as a component of professional self-determination and professional development in the context of the study of professional self-awareness. It is proved that the interdisciplinary integration in the training of future public health professionals is an integrated component that combines individual and personal features (awareness of the choice of profession, completeness and strength of knowledge in the chosen profession, the formation of professionally significant and empathetic qualities). It is socially oriented and oriented at building relationships and positioning oneself in the team, develops the ability to make decisions independently and take responsibility as well as personality characteristics; it implies the presence of strong beliefs in the values of the profession of public health specialist for the design of their own subjective deontological position in the work connected with their specialty. It is substantiated that the professional training of future medical professionals on the basis of interdisciplinary integration involves creating conditions for identifying personal and social experience of students with the profession and the professional community, is a process of mastering normative professional requirements that allow them to adequately perceive medical reality, as well as to develop professionally expedient strategies and tactics, tasks and plans of professional activity, to consciously regulate one’s own behavior within the established professional and normative imperatives. It was found that the professional training of future public health professionals on the basis of interdisciplinary integration is characterized by the presence of future professionals with a set of knowledge that reflects the substantive essence of intellectual, ideological and moral values; the ability to predict and design the process of professional activity taking into account its specifics in interaction with colleagues and patients and is determined by the content of professional medical ethics and deontology, ethical and moral imperatives and professional and ethical ideals and values of public health. The peculiarities of the formation of professional training of future public health specialists on the basis of interdisciplinary integration are studied.

scholarly journals Personal features and malevolent creativity on the example of cadets and policemen

2018 ◽  
Vol 8 (3) ◽  
pp. 83-96 ◽  
Author(s):  
N.V. Meshkova ◽  
V.A. Shapoval ◽  
E.A. Gerasimenko ◽  
M. Potarykina ◽  
I.A. Meshkov
Keyword(s):  
Police Officers ◽  
Empirical Studies ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Self Control ◽  
Cognitive Component ◽  
Characteristics Analysis ◽  
Adolescents And Adults ◽  
And Gender ◽  
The Individual

We present and analyze the results of two empirical studies conducted in the framework of adaptation of "The malevolent creativity behavior scale" (Hao et al.) on samples of cadets-students grades 9-10 (N=89, 70-boys) and police officers (N=62, average age 26 years, men). The hypothesis that the implementation of original solutions in behavior harmful to other people is due to the interaction of aggression/its components and a set of personal characteristics was tested. The results showed: 1. a special contribution belongs to the cognitive component of aggression-hostility (Bass-Perry questionnaire), both in adolescents and adults; 2. there are age and gender features in predictors of anti-social creativity. It is shown by the example of cadets that Machiavellianism, low neuroticism, agreeableness (NEO-5 FFI) can be included in the complex of personal characteristics. Analysis of the results obtained in the sample of police officers with non-legal education showed that the combination of low hostility with high self-regulation and self-control of the individual ("self-directedness ",TCI-125) can become a resource of resistance to anti-socially directed behavior, in particular corruption.

scholarly journals Problem of Professional Self-Determination Formation and Person’s Professional Typology Construction

Upravlenie ◽  
2016 ◽  
Vol 4 (1) ◽  
pp. 21-30
Author(s):  
Колосова ◽  
O. Kolosova
Keyword(s):  
Higher Education ◽  
Professional Community ◽  
Education Institution ◽  
Self Determination ◽  
Professional Activity ◽  
The Future ◽  
Training Quality ◽  
Professional Self ◽  
Psychological Features ◽  
Individual Style

This paper is based on the results of research related to a problem of professional self-determination formation and person’s professional typology construction, and devoted to how the knowledge of students’ individual-psychological and social-psychological features will allow during training in higher education institution not only adequately use natural tendencies and abilities, but also to help in formation of activity’s individual style allowing to compensate a lack of some components development by development of others ones. As a result this will allow solve effectively the same professional problems by people with various combination of operational components in person’s structure. Therefore in this case it is appropriately to focus attention on the typological approach to person’s features similarity studying under the profession influence, and, taking this approach as a basis, a more flexible studying of this problem is offered, assuming the possibility for existence of several types in the same professional community. Therefore, there is an opportunity for dynamic development of person’s qualities in the presence of strongly expressed motivation to professional activity. This direction of researches is especially topical in connection with political and social-economical transformations in society, and introduction of professional standards, demanding essential changes in training of specialists. Nowadays there is rather serious gap between employers’ requirements in the labor market, and knowledge and skills which are gained by graduates during the training. The professional standards regulating requirements to work’s quality and content and being an obligatory element for an assessment of graduate’s training quality and his readiness for the future professional activity only describe necessary parameters, without answering a question how these parameters may be created at the youth choosing the certain profession, taking into account person’s specific features. If the person’s professional choice is defined by random factors and there is no activity’s individual style formation during the training, such mistakes will be cost much in the future to both the person and the higher education institution.

scholarly journals Subjective-personal readiness of correctional teachers to education of ASD children

2017 ◽  
Vol 8 (1) ◽  
pp. 125-137
Author(s):  
Kateryna Ostrovska
Keyword(s):  
Professional Competence ◽  
Self Regulation ◽  
Boarding School ◽  
Self Control ◽  
Career Anchors ◽  
Professional Activities ◽  
Cognitive Component ◽  
Theoretical Approaches ◽  
School Trust ◽  
Moral Qualities

ASD teachers require skills that go beyond the realm of most educators including professional competences and high moral qualities. In the work theoretical approaches and experimental research on the problem of subjective personality readiness of correctional teachers in the education of ASD children are carried out. The psychological investigation has been conducted including measurement of psychological indices of 40 teachers of ASD children from the boarding school "Trust" and 40 teachers from mainstream schools of Lviv city aged from 28 to 59 years. The following methods are used: "Questionnaire for the measurement of tolerance" (Magun, Zhamkochyan, Magura, 2000); "Shein’s Career Anchors" method aimed at studying the career orientations of the teachers (Shein, 2010); “Diagnostics of empathy level” (Viktor Boiko, 2001); method of study “Motivation professional activities” by Catelin Zamfir in a modification of Artur Rean (Bordovskaya, & Rean, 2001). Based on the provided studies a program for development of subject-personality readiness of the correctional teacher to work with ASD children is proposed. The program consists of the following components: motivational component (professional competence, self-development, self-determination, self-control); cognitive component (intellectual personality autonomy, self-identification, stability, challenge, integration of lifestyles); emotionally-volitional component (empathy, positive attitude toward a child, intellectual analysis of emotions, self-regulation). 

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