Building Competence Professional Self-Development For University Students As A Pedagogical Problem

2021 ◽  
Vol 03 (04) ◽  
pp. 466-470
Author(s):  
Aziza Akhmedova ◽  
◽  
Makhmuda Tadjibaeva ◽  
Keyword(s):  
University Students ◽  
Professional Education ◽  
Current Situation ◽  
Self Development ◽  
Professional Self

Currently, there is a sufficient variety of different ideas for building a system of continuous professional education, however, most authors agree that the current situation requires constant development and self-development of a person as a subject of his own life.

Basic Directions of Training Educators in Employing Web-Resources for Professional Self-Development

10.12737/8536 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 8-21
Author(s):  
�������� ◽  
A. Kuznetsov ◽  
���������� ◽  
M. Nimatulaev
Keyword(s):  
Professional Education ◽  
Critical Factors ◽  
Continuous Education ◽  
Web Technologies ◽  
Web Resources ◽  
Professional Network ◽  
Network Communities ◽  
Priority Task ◽  
Self Development ◽  
Professional Self

The priority task of the present-day system of supplementary professional education, aimed at timely retraining of educators and providing for innovative ways of developing educators, is to elaborate a system of continuous education and post-graduate qualification upgrading, where self-development plays an important role. One of the critical factors in meeting requirements imposed on the new system of supplementary professional education is to provide wide use of Web technologies potential for educators� self-development. To self-improve their qualification, the educators should master information and communicational competencies. Teachers should be engaged in and develop by themselves professional network communities, to employ teleconferencing technologies, to participate in various thematic forums and social networks in order to involve their colleagues in the process of professional self-improvement, to initiate various ways of pedagogical interaction, based on various types of communications, personal contacts etc. One of the primary tasks, aimed at ensuring the innovative features of education in this country for the period up to 2020, would be to establish the system of continuous education, training and retraining of educators and professional development of post-graduates, �yesterday�s students�.

METHOD OF PROFESSIONAL SELF-DEVELOPMENT OF THE TEACHER

10.12737/1996 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 57-59
Author(s):  
����� ◽  
Marina Kunash ◽  
������� ◽  
V. Mironov
Keyword(s):  
Professional Education ◽  
Competence Development ◽  
Cognitive Competence ◽  
Self Development ◽  
Preceding Case ◽  
Professional Self ◽  
Higher Professional Education ◽  
And Training

In the article the problem of readiness of teacher from student�s cognitive competence development is considered. The authors substantiates the term of form cognitive competence. The special attention is given to the analysis of characteristic an educational space. Attention is focused on the problem of forming of teacher�s personality in the conditions of continuous education, from student�s cognitive competence development is considered. In the perspective of learning there is an increasing need for customized education and training. In a preceding case study, a process-focused demand-driven approach for organizing flexible educational programmers in higher professional education was developed. The authors offers his view at the role of selfeducation in the process of the personality, that is able and has great wish for self-realization. Methods of professional self-development of teacher are suggested. The adapted methodses �The self-appraisal level of forming teacher�s professional skill�, �The plan of teacher�s self-education�, �Graph of Gunnt�

PEDAGOGICAL MONITORING SYSTEM TO ASSESS HIGHER EDUCATIONAL INSTITUTIONS STUDENTS� READINESS TO CONTINUOUS PROFESSIONAL EDUCATION

10.12737/1458 ◽  
2013 ◽  
Vol 1 (5) ◽  
pp. 16-23
Author(s):  
������� ◽  
Nina Lezhneva
Keyword(s):  
Monitoring System ◽  
Professional Education ◽  
Educational Institution ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Self Development ◽  
Professional Self ◽  
Higher Educational ◽  
Set Up ◽  
Support Students

The author shares her own practical ideas of how to set up monitoring system to assess and correct the students� readiness for continuous professional education. Theoretical basics of such monitoring system and details of its establishment in higher educational institutions are defined. Among the main features of monitoring system are highlighted: the object, the subject, goals, main requirements and informational framework. Conceptually monitoring is based on the model of higher educational institution graduate, where the graduate continues his professional education. It is accepted that the model has value-motivational, cognitive, reflexive and activity components, which serve as initial metrics for the monitoring system designing. Various functions of monitoring system are revealed, including constructive and indicative, information and analytical, integration, research and strategic planning. In addition to a set of principles, traditional for monitoring systems designing and implementing, the author provides the rationale for the humanization principle, which makes it possible to treat monitoring system as a means to support students� professional and personality self-development, professional self-determination and self-fulfillment. Peculiarities of monitoring at different stages of students� readiness to continuous education (adaptive-and diagnostic, prospective-and-developmental, reflexive-and-regulatory) are described.

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

Professional self-development of a future primary education teacher in a digital educational environment

2020 ◽  
pp. 114-127
Author(s):  
Bella V. Sergeeva
Keyword(s):  
Primary Education ◽  
Professional Education ◽  
Educational Environment ◽  
Educational Process ◽  
Theory And Practice ◽  
Information Support ◽  
Education Teacher ◽  
Self Development ◽  
The Future ◽  
Professional Self

The relevance of the problem is due to the requirement of pedagogical theory and practice in ensuring professional self-development of a future primary education teacher and the existing imperfection of modern technological means of supporting professional self-development of a future primary education teacher in a digital educational environment. The information support of professional self-development of the future primary education teacher in the digital educational environment is considered. A theoretical review of the concepts of “information educational environment” and “digital educational environment” is also presented. The closest, in the context of the study, is the definition of a digital educational environment, as a combination of digital educational technologies, means and related resources that ensure the educational process in the context of society digitalization. The informational means of implementation were the technologies of pedagogical support of professional self-development of the future primary education teacher, which were substantively modernized: “Time Management” technologies, projects, web quests, modeling, foresight technologies, discussions, project technologies, various social and moral practices, modeling and gamification of future professional strategies, technology of achievements and success (competitions, olympiads). In the framework of this work, we substantiate a new scientific direction in the field of the theory and methods of professional education, substantiating both theoretical and applied solutions to the important problem of pedagogical support of the process of professional self-development of a future primary education teacher in accordance with the requirements of federal state educational standards of higher education, as well as the standard of profession “Teacher”.

scholarly journals Subjective determinants of social activity of the student youth

2019 ◽  
Vol 70 ◽  
pp. 08003
Author(s):  
Irina Arendachuk
Keyword(s):  
College Students ◽  
University Students ◽  
Professional Education ◽  
Social Activity ◽  
Self Determination ◽  
Master's Students ◽  
College And University ◽  
Self Development ◽  
Different Levels

The article contains the analysis of peculiarities of social activity of students at different levels of professional education, aimed at the identification of typical spheres of its manifestation and subjective determinants. The sample contained 138 college and university students aged from 17 to 25 (Saratov Region, Russia). The questionnaire helped to explore forms of social activity and related spheres of life. In order to study subjective characteristics we used: the questionnaire for studying the structure of subjectivity (E. N. Volkova, I. A. Seregina), ’’Level of personal subjectivity development’’ technique (M. A. Shchukina), personality self-determination test (B. Sheldon, modified by E. N. Osin). It has been shown that the most typical spheres of social activity manifestation among the student youth are leisure, virtual, and educational spheres of life. College students’ subjective determination of social activity was not revealed; its predictors among bachelor’s students are level characteristics of subjectivity development ’’mediation–immediacy’’ and personality’s self-determination markers ’’autonomy’’ and ’’self-expression’’, while level characteristics among master’s students are ’’creativity–mediocrity’’, ’’autonomy–dependency’’, ’’integrity–non-integrability’’, and ’’self-development’’. The higher the level of professional education received by students, the less pronounced is their social activity, which is becoming more and more determined by personal subjective characteristics.

scholarly journals Professional orientations of China’s modern youth

2020 ◽  
pp. 53-64
Author(s):  
Anastasiia Savenkova
Keyword(s):  
Professional Education ◽  
Value Orientations ◽  
Modern China ◽  
Social Perceptions ◽  
Chinese Youth ◽  
Self Development ◽  
Professional Self ◽  
The Subject ◽  
Job Searching

The subject of this research is the value orientations of China’s modern youth in the area of profession selection and professional self-development. Special attention is given to the phenomenon of stereotypization of a number of social perceptions and orientations pertaining to conditions, in which the process of professional self-development of the youth could see the highest level of success. This article includes theoretical and empirical aspects. The theoretical portion explores the specificity of professional education, modern trends and difficulties characteristic to modern China, as well as presents the data of earlier research devoted to this problematic. The empirical portion presents the results of surveys of China’s working youth, determines respondents’ priorities in the sphere of profession, and cites the presence of cognitive myths related to the role of higher education and social ties in the process of job searching. The scientific novelty of this research consists in author’s approach towards exploration of the formation of professional choice process among Chinese youth not only under the influence of objective conditions, but also through the prism of social stereotypization and mythologization. Based on the conducted research, the author proposes a series of measures aimed at overcoming professional imbalance in China.

scholarly journals Formation of professional competencies as a basis of professional self-determination of students of agricultural universities

2021 ◽  
Vol 258 ◽  
pp. 07024
Author(s):  
Albina Gilyano ◽  
Elena Tkach
Keyword(s):  
Professional Education ◽  
Professional Competence ◽  
Social Conditions ◽  
Self Determination ◽  
Professional Competencies ◽  
Russian Scientific ◽  
Self Development ◽  
Professional Self ◽  
Educational Paradigm

The article presents an analysis of the problem of the formation of professional competencies as the basis of students’ professional self-determination. Attention is paid to comprehending the aspects of the competence-based approach in professional education, which was developed in foreign practice and introduced into the Russian educational paradigm and acquires specificity in the space of interaction with Russian scientific psychological and pedagogical traditions. The article describes the components of professional competence, comprehends the important points of professional self-determination of students, and presents the main tasks of psychological and pedagogical support of the process of professional self-determination of students. A person in the reflexive-value space of his professional self-determination can become the author of personal self-development and consciously transform his professional biography. However, it is important to understand that this process is largely determined by the external circumstances of life, economic, political, social conditions. In this regard, it is necessary to note the importance of the educational space, the activity of teachers, who by their activity create certain psychological and pedagogical conditions for the professional self-determination of students.

Sign in / Sign up

Export Citation Format

Share Document