scholarly journals PERSONAL AND PROFESSIONAL DEVELOPMENT OF HUMANITARIAN STUDENTS DURING EXTRACURRICULAR ACTIVITIES

2021 ◽  
pp. 90-100
Author(s):  
Г.С. Перевощикова
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Spiritual Development ◽  
Personal Development ◽  
Cultural Practices ◽  
Postgraduate Students ◽  
Professional Activities ◽  
Russian State ◽  
Social Pedagogues

В статье рассматривается проблема исследования воспитательных возможностей внеучебной деятельности (социокультурной практики) в едином образовательном пространстве личностно-профессионального воспитания студентов в гуманитарном вузе. Внеучебная деятельность в вузе опирается на теоретическую модель личностно-профессионального воспитания, в основе которой заложена личностно-развивающая парадигма культурно-исторического подхода Л. С. Выготского, включающая в себя три теоретических пространства: деятельности, профессиональной культуры и личностных смыслов — духовного развития. На основании этой модели идеальная цель личностно-профессионального воспитания будущих психологов и социальных педагогов — духовное саморазвитие личности студента, воспитание осмысленного отношения к получаемой профессии. В статье описаны результаты исследования смысловых уровней в структуре личности 155 студентов-психологов, 120 студентов — социальных педагогов, 19 аспирантов-педагогов, преподавателей гуманитарных специальностей ФГБОУ ВО «Российский государственный гуманитарный университет», 16 выпускников-профессиональных психологов и социальных педагогов (бывшие члены студенческого актива, которые в период обучения в вузе принимали активное участие во внеучебной деятельности). Изучение проведено с помощью опросника М. Н. Мироновой. Профессиональная деятельность социального педагога и психолога осуществляется в процессе общения, поэтому цели исследования состояли в определении смыслового уровня личностного развития профессионализма, в основе которого лежат типы общения в разных проблемных ситуациях, позитивный и негативный потенциал воспитывающего взаимодействия, у представителей вышеуказанных групп и выявлении влияния внеучебной деятельности студентов в вузе на формирование их личности как профессионалов. Результаты исследования косвенно подтвердили влияние личностно-профес­сионального воспитания во внеучебной деятельности на формирование ключевой коммуникативной профессиональной компетенции будущих специалистов, получающих психолого-педагогические профессии. The article treats the issue of investigating the educational potential of extracurricular activities (socio-cultural practices) in the learning environment and in the process of students’ personal and professional education at a humanitarian university. Extracurricular activities at a university relies on a theoretical model of personal and professional education based on the paradigm of personal development within the framework of L. S. Vygotsky’s cultural-historical approach, which includes three theoretical environments: activity, professional culture, personal values (spiritual development). According to it, the ideal aim of personal and professional education of novice psychologists and social pedagogues is to ensure students’ spiritual development, to secure their conscious attitude to the vocation they acquire. The article describes the results of a research of various personality levels in 155 novice psychologists and 120 novice social pedagogues, 19 postgraduate students studying to become humanities teachers at Russian State University for the Humanities, 16 graduate psychologists and social pedagogues (former activists who used to be involved in extracurricular activities during their university years). The investigation is based on M. N. Mironova’s questionnaire. Social pedagogues’ and psychologists’ professional activities are performed in the process of communication. Therefore, the aim of the research is to identify the level of interviewees’ personal and professional development, which is based on the ability to ensure effective communication in various difficult situations, to efficiently use both positive and negative potential of educational interaction. The research also aims to identify the influence of university students’ extracurricular activities on the formation of their personal and professional qualities. The results of the research provide an indirect proof that the development of personal and professional qualities through extracurricular activities ensures the development of the professional communicative competence in novice educational psychologists.

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

scholarly journals Using the project method to improve environmental education for law students

2021 ◽  
Vol 265 ◽  
pp. 07005
Author(s):  
Sergey Yekimov ◽  
Yevhenii Karmanny ◽  
Andrii Zenin ◽  
Iliana Zinovatna ◽  
Serhii Sliusarenko
Keyword(s):  
Environmental Education ◽  
Professional Education ◽  
Personal Development ◽  
Environmental Awareness ◽  
Law Students ◽  
Technological Changes ◽  
Training Process ◽  
Professional Activities ◽  
Project Method

Training a modern professional who can use a creative approach within the framework of their professional activities , as well as to easily adapt to many modern technological changes, requires the use of modern innovative pedagogical technologies in the training process. When performing this study, we used the project method to increase environmental awareness and environmental thinking among students of the specialty law. Environmental education is learning through the environment, for the environment, and about the environment. The authors believe that it should be universal, and its components should be present in preschool, school, vocational, higher, and postgraduate professional education. We believe that the greatest effect can be achieved by continuing environmental education, provided that it becomes an indispensable attribute of personal development. The results of the implemented project showed that the students of law have increased their

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 WORKPLACE-BASED LEARNING IN THEORY AND DUAL SYSTEM OF PROFESSIONAL EDUCATION IN PRACTICE

2016 ◽  
Vol 1 ◽  
pp. 125
Author(s):  
Irena Katane ◽  
Edgars Katans ◽  
Sandra Īriste
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
State Level ◽  
Dual System ◽  
Ecological Approach ◽  
Educational Management ◽  
The Sustainable Development ◽  
Professional Activities ◽  
Wide Range ◽  
Educational Establishment

The ecological approach offers a wide range of opportunities regarding performing of interdisciplinary research in the educational sciences, as well as comprises significant potential of innovative, creative pedagogical activities in practice. One of the ways of the implementation of ecological approach is the workplace-based learning. The workplace-based learning are both scientific conception and strategy for the elaboration and development of professional education dual system in the state-level educational policy and educational management fields. The aim of research: to substantiate theoretically the workplace-based learning for the facilitation of the professional development of prospective and/or already working specialists. The concept of workplace-based learning has both wide and narrow meaning. According the wide meaning, the workplace-based learning facilitate the lifelong professional development of an individual for which the environment of professional activities is very important. According to the narrow meaning, the workplace-based learning mean the organization of prospective specialists' practice at the companies. The conception of workplace-based learning provides that the environment of professional education consists of two components: from the environment of educational establishment and from the base organization as the environment of professional activities. In the dual system of professional education both these environments form an indivisible integral entirety. The ecological approach provides a perspective for the sustainable development of dual professional education.

scholarly journals PROFESSIONAL EDUCATION OF VOCATIONAL SCHOOL STUDENTS

2018 ◽  
Vol 6 (3) ◽  
pp. 3 ◽  
Author(s):  
S. M. Markova ◽  
A. К. Narcosiev
Keyword(s):  
Professional Education ◽  
Social Life ◽  
Personal Development ◽  
Professional Training ◽  
Point Of View ◽  
Educational Activity ◽  
School Students ◽  
Professional Activities ◽  
Sociological Approaches ◽  
The Individual

Introduction:modern conditions of development of society cause the need for further development of the professional education connected with new requirements to the maintenance of the professional training corresponding to a certain level of development of culture, personal and professional qualities, scientific and technical development of productions reflecting character of the market relations.Professional education is aimed at the development of professional and personal qualities, skills to navigate at the labor market, to establish professional cooperation, which ensures successful employment.Thus, professional education is the Central link in the training of workers and specialists.The main purpose of this article is to determine the nature and characteristics of education in vocational schools, to identify effective methods of studying the problems of educational activity.Matherials and methods: in research theoretical and empirical methods of cognition are used: methods of the analysis of materials, the analysis of literature, the analysis of documents, the analysis of works, the analysis of orally transmitted ideas, methods of the analysis of the phenomenon of education in practice, oral polls (interviews, conversations), observations, written polls, experiment, and also complex, differentiated, integrationally-methodical, polytheistic approaches.Result of the research: professional education is expressed in the unity of socialization and professionalization of the individual. A professionally developed personality is considered as a socially-professionally - integrative type of its orientation and efficiency.Professional education is considered as a set of three components: personality orientation, technical processes management, management  of technological methods of activity, which determines the effectiveness of professional work. The main integrator of professional education of future workers and specialists are objective and subjective factors of personal development, mutually supporting the success of the solution of personal, professional and social-life tasks.Universal values are of fundamental importance for professional education from the point of view of humanistic orientation, socio-economic transformations.The system of educational values highlights civil, cultural, socio-pedagogical, professional and environmental values. The formation of these values requires the implementation of integrative and professional sociological approaches to the education of workers and specialists.For professional activities, it is considered appropriate to create common and particular professional values, reflecting the specific occupations and activities.Discussion and Conclusions:the essence of professional education is defined, features of methods of research of problems of professional education, the factors influencing spiritually-moral and professional development of future workers and experts are revealed.

Analysis of the relevance of work types in the field of service and consumer services to the standards of professional education

10.12737/6476 ◽  
2014 ◽  
Vol 8 (4) ◽  
pp. 56-67
Author(s):  
Елена Погребова ◽  
Elena Pogrebova
Keyword(s):  
Professional Education ◽  
Public Services ◽  
Professional Activity ◽  
Federal State ◽  
Educational Standards ◽  
State University ◽  
Professional Activities ◽  
Russian State ◽  
Consumer Services ◽  
State Educational

This article was prepared according to the results of the scientific research conducted at Russian State University of Tourism and Service in the framework of the research project «Development of the project sectoral qualifications framework in the field of public services». The need to develop sectoral qualification frameworks is due to the need of the strategy of learning throughout life in the light of technical, technological, economic and other changes in service in general and consumer services in particular. Detailed design of the project was preceded by an exploratory phase, which main objectives were: 1) the study of the content of the federal state educational standards of primary, higher and vocational education in relation to the area of service and consumer services by parameters such as the type and characteristics of the professional activity of graduates and professional competences; 2) identification of ways to achieve the appropriate level of qualification by type of employment in consumer services by major industry groups in services in accordance with the levels of the educational system (VPO, SPO, NPO). The results obtained by the authors at the research stage formed the basis of this article. The empirical base of the study was the educational standards of professional education, which can be used directly or indirectly for the analysis of the requirements for professional activities of employees in the service, especially public services. Particular attention is paid to appropriate content types of jobs in the service and consumer services, for which the requirements are set out in the drafts of improved federal state educational standards of higher education. The result of the study was the authors´ model of continued professional education in the field of services and consumer services.

Features of educational and professional activities of future social workers in legal competence formation

2021 ◽  
pp. 90-96
Author(s):  
Aleksey S. Khodaev
Keyword(s):  
Social Workers ◽  
Professional Education ◽  
Personal Development ◽  
Legal Education ◽  
Professional Community ◽  
Legal Aspects ◽  
Development Stage ◽  
Professional Activity ◽  
Professional Activities ◽  
Legal Competence

We consider the features of the educational and professional activities of future social workers in the legal competence formation. The components of legal competence are analyzed: motivational-value, cognitive, communicative and activity-reflexive. The formation of these components takes place through the involvement of future social workers at all levels of professional education in social and legal activities by creating pedagogical conditions: the formation of a value attitude to the legal aspects of professional activity among future social workers; purposeful and active self-knowledge of the student, mastering the legal aspects of professional activity by solving different levels of complexity of educational and professional tasks; acquaintance of future social workers with the professional community through internships in institutions, the implementation of volunteer activities on the basis of various organizations, participation in scientific conferences, seminars, round tables, etc.; orientation of students to active legal education and reflection. Considering the stages of student personal development (stage of holistic personal development, stage of specialized personal development, stage of strengthening professional preparedness) in the university continuing legal education of future social workers is necessary. All types of activities at each of the stages of personal development of the introduction of legal education and upbringing are necessary.

Improving the system of additional professional education for teachers-choreographers

2021 ◽  
pp. 62-69
Author(s):  
V.A. Sheregova ◽  
◽  
A.I. Postelnyak ◽  
S.V. Medvedeva ◽  
A.S. Medvedev
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Creative Activity ◽  
Education Programs ◽  
Ballroom Dancing ◽  
Professional Activities ◽  
Dance Teachers ◽  
Modern System ◽  
Ballroom Dance ◽  
Additional Education

Examined is specifics of professional activities of teachers choreographers under modern conditions. The increasing requirements for the competence of specialists are noted in connection with the increasingly complex conditions of their professional activities. The need to improve the system of training and advanced training is being actualized, taking into account the specifics of the problems they have to face. The results of a survey of coaches and judges of the regional sports Federation of dance sports of the Tyumen region are presented. Various aspects that characterize the problem field of the modern system of ballroom dancing have been studied. The assessment of the content characteristics of refresher courses that the respondents periodically take. The gaps in the system of professional development of teachers-choreographers that need to be eliminated are shown. A concept is proposed that can form the basis of additional education programs for ballroom dance teachers. The concept is based on a differentiated approach and includes four main stages. The result of professional development of specialists should be the implementation of the following main functions of the system of additional education: restorative, compensatory, innovative, corrective, the function of forming creative activity.

scholarly journals Teachers’ Professional Development Needs: A Q Method Analysis

2020 ◽  
Vol 11 (2) ◽  
pp. 159-176
Author(s):  
Emin Tamer Yenen ◽  
Mustafa Kemal Yöntem
Keyword(s):  
Professional Development ◽  
Organizational Development ◽  
Personal Development ◽  
Q Method ◽  
Field Development ◽  
Professional Activities ◽  
Material Development ◽  
Data Collection Instrument ◽  
Professional Development Needs ◽  
Method Analysis

AbstractThis study aims to determine the professional development needs of teachers working in different subject domains. In this context, the sample of this study was 35 teachers working in state schools in Cappadocia provinces of Turkey. Q method analysis which includes qualitative and quantitative processes is used in this study. The professional development needs of the teachers is discussed under four main themes; instructional development, scientific field development, personal development, and organizational development and 14 sub-dimensions related to these themes. The data collection instrument of the study consisted of a total of 36 Q items regarding the professional development needs of teachers. The findings of the study show that the most needed professional development areas of the teachers were special education, scientific research methods, and participation in the projects and related professional activities. It was determined that some of the participants needed professional development in the areas of instructional technologies, material development, student participation, assessment and evaluation, and teamwork skills.

scholarly journals Designing a personalized educational strategy of a teacher

2021 ◽  
pp. 87-97
Author(s):  
Olga V. Roitblat
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Activity ◽  
Educational Strategy ◽  
Social Changes ◽  
State Institute ◽  
Development System ◽  
Long Time

In the conditions of constant social changes that transform the usual stereotypes of professional activity, the teacher finds himself in a situation of confusion and frustration. Experiencing a situation of uncertainty for a long time causes irritation, fatigue and a decrease in the life resource of the pedagogical community. The growing demands on the teacher, his permanent need to meet the changing world dictates new tasks for the professional development system, designed to provide the educational space with personnel, taking into account the requirements of the situation. In the Russian system of additional professional education, there is an active search for ways, models, and ways to train teachers. The paper analyzes the experience of testing a personalized educational strategy of teachers as a variant of a subject-oriented program of continuous professional and personal development in modern conditions. On the basis of the Tyumen Regional State Institute for the Development of Regional Education, work was carried out on designing a model of a personalized educational strategy of teachers. This model was the logical result of many years of work of the Institute to find the optimal way to satisfy practicing teachers in minimizing professional difficulties, in overcoming difficulties in pedagogical activity. The author of the article describes the relevance of the task facing the professional development system; the results of theoretical and methodological understanding of the stated problem are presented; the experience of designing a personalized educational strategy of teachers, including five stages, is presented in detail; the necessary mechanisms and resources used are fixed, data on the results of satisfaction with the tested model by teachers are provided; conclusions are drawn about the role of the professional development system at the present stage. In the discussion, the author refers to the experience of scientists from other regions, thereby emphasizing the importance of the problem for the entire territory of the Russian Federation.

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