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 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 The Formation of the Subjectivity of Schoolchildren on the Way of their Professional Self-Determination: Collaboration of School and University

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
N. E. Serebrovskaya ◽  
I. S. Kohergina
Keyword(s):  
General Education ◽  
Personal Development ◽  
Self Regulation ◽  
Personal Characteristic ◽  
Point Of View ◽  
Self Determination ◽  
Educational Activity ◽  
The Future ◽  
Professional Self

Introduction. The interest of the scientific community in the issue of ontogeny of subjectivity in the era of changes in all spheres of life, the reform of national education associated with the digitalization of education and other challenges is growing again. The problem of psychological support for the formation of subjectivity during the period of study at school is of particular relevance. It is subjectivity that is an integrative characteristic of a student's personality associated with transformative activity and the achievement of one's own goals. Subjectivity determines how a person interacts with the surrounding world and people, how he defends his position in interaction with people and society as a whole. The personal and professional choice of a student is associated with the ability to understand and model possible alternatives to his life path and to be responsible for the results. In primary school age, there are personal prerequisites for the development of subjectivity. The components of subjectivity in the structure of a student's personality are his features, such as the presence of an educational and professional motive, a motive for achievement and development, responsibility for one's actions and decisions, the ability to control oneself in a variety of situations, including difficult life situations, and an active behavioral position. School education, which includes not only the pedagogical influence on the student, but also his subjective educational activity, involving his active participation in building his own personality, is precisely the space that bears a great semantic and functional load from the point of view of the formation and development of intrapersonal mechanisms and formations. The creation of "correct", creative conditions for the education and development of a child in the process of schooling is a significant moment in the work on the formation of his subjectivity, including in relation to the choice of a professional path. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates.Materials and Methods. The article is an analytical review with elements of a pact research, where an attempt was made to systematize scientific psychological and pedagogical knowledge on the problem of the formation of subjectivity during the period of schooling. To study this personal characteristic, we conducted a theoretical and empirical study. The formation of subjectivity is due to the development of self-awareness and the motivational-semantic sphere of the individual. The most important, from our point of view, are such criteria for the development of subjectivity in a student as motivational indicators, the ability to reflect, the nature of interaction with adults, and the level of self-regulation. In accordance with the criterion-level approach, we identified three levels of development of the subjectivity of schoolchildren: low, medium and high.Results. All selected and studied by us criteria of subjectivity of primary and secondary schoolchildren are in the stage of active formation. That is why this study is of a trial, pilot nature. The data we have obtained demonstrate only the existing trend in relation to the personal development of children at certain stages of schooling. That is why the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement.Discussions and Conclusions. The conclusion is substantiated that the above mentioned criteria for the development of the subjectivity of schoolchildren need further study, and their typology needs additional refinement, which is a promising direction for further theoretical and empirical research. The work on the formation of the subjectivity of schoolchildren in the field of modern general education is becoming an important and responsible task from the point of view of the development of a full-fledged personality and the future professional self-determination of school graduates. Based on the results of the study, we consider it necessary to create meaningful and systemic conditions conducive to the development of the child's ability to subjective activity, awareness of himself and his life. The conditions are listed, that allow the development of the child's internal potential as a subject of his own activity in various aspects, not only educational, but also extracurricular, conducive to creative activity and self-development.

scholarly journals Research and assessment of the level of self-determination of the student's personality for future professional activity

2020 ◽  
Vol 210 ◽  
pp. 19031
Author(s):  
Olga Shcherbakova ◽  
Irina Sokolovskaya ◽  
Andrey Chernykh ◽  
Venera Midova
Keyword(s):  
Professional Identity ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Professional Activities ◽  
The Status ◽  
Professional Self ◽  
The Individual ◽  
High Level

Presentation of research scientists towards the study of the development potential of the individual and her professional identity; provide a description of the various types of self-determination, justifies the common and what distinguishes professional and personal identity. The authors describe a complex of research and assessment of the level of professional orientation of students and undergraduates of Plekhanov Russian University of Economics. The authors presented the author's vision of 3 blocks of psychotechnologies: teaching, developing and information and communication, the use of which in the educational process of the University, will increase the level of their professional orientation and identity. The empirical part shows the selection, methods and procedure of the process of changing professional orientation and identity, as well as the procedure for processing the data obtained. The article also presents the results of a psychodiagnostic study of professional self-determination and professional identity in students of Economics, direction, students of technical orientation in the field of IT technologies, students of psychology: after conducting classes using various psychotechnologies-the results in the group of IT students have not changed much, most students have a pronounced status of "achieved professional identity"; most psychology students have become more understanding of their professional activities-they are characterized by the status of "moratorium"; the vast majority of Economics students have shown a formed professional identity and a high level of professional readiness.

scholarly journals Development of competence “forecasting” as conditions of readiness for professional self-determination

2021 ◽  
Vol 26 (4) ◽  
pp. 139-146
Author(s):  
Mariya S. Chekalina
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Self Regulation ◽  
Well Being ◽  
Self Determination ◽  
Professional Activity ◽  
Regulation Of Activity ◽  
Professional Self ◽  
Individual Regulation

The article presents the results of the study of the conditionality of the components of forecasting the regulatory-will qualities of the personality among men who are ready and not ready for professional self-determination. In the article, the author reveals the specifics of the competence of forecasting in higher education. In the article, the author identifies two areas in the framework of which the competence of forecasting is considered – as a personal quality and as a "through" skill required in any professional activity. As a result of empirical research, differences were revealed in the conditionality of readiness for professional self-determination, depending on the development of forecasting components. Thus, for students unready for professional self-determination, such components of self-regulation as "planning", "programming", "evaluating results", "flexibility", "independence", are caused by changes in mood, well-being, activity. For students ready for professional self-determination, these same components of self-regulation are determined by the strength of the intentions of young men, the development of volitional qualities, the ability of individual regulation of activity and all regulatory links. Making a conclusion, the author focuses on the role of a teacher at a higher educational organisation in the development of forecasting competence.

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”.

scholarly journals ADAPTATION OF FUTURE LAWYERS TO PROFESSIONAL ACTIVITY: PROPAEDEUTICS IN THE EDUCATIONAL PROCESS IN COLLEGE

2021 ◽  
pp. 95-102
Author(s):  
Юлия Викторовна Августова
Keyword(s):  
Educational Process ◽  
Educational Activity ◽  
Interactive Methods ◽  
Professional Competencies ◽  
Professional Activity ◽  
Practical Training ◽  
Actual Problem ◽  
Professional Activities ◽  
Gradual Development ◽  
Student Goal Setting

Представлены результаты исследования, затронувшего актуальную проблему системы профессионального юридического образования, – степень соответствия специалиста требованиям рынка труда, а также повышение качества их практической подготовки. Научно обоснована эффективность применения практико-ориентированных технологий в образовательном процессе колледжа с целью успешной адаптации будущих юристов в профессиональной деятельности. В качестве основного метода исследования выступил педагогический эксперимент, целью которого стала апробация практико-ориентированных технологий в процессе обучения. В исследовании использованы методы анализа и обобщения, опрос, тестирование, педагогическое наблюдение и методы математической статистики. Представленные практико-ориентированные технологии направлены на овладение обучающимися профессиональных компетенций и предусматривают поэтапное прохождение студентом трех модулей: целеполагание дидактических циклов, отбор оптимальных средств с учетом особенностей этапа обучения, реализация образовательной деятельности, характеризуемой интеграцией проектной и проблемной технологий при соблюдении условия дифференцированного обучения. Введение в образовательный процесс практико-ориентированных технологий обучения студентов колледжа – будущих юристов, предусматривающих поэтапное освоение знаний и умений, позволяет на достоверном уровне сформировать основные профессиональные компетенции у обучающихся с целью их успешной адаптации в будущей профессии юриста. Применение в процессе обучения деятельностных и интерактивных методов, введение имитационного моделирования и проектирования, а также технологии решения ситуационных задач можно рассматривать в качестве эффективного инструмента формирования у студентов профессионально-ориентированных умений и навыков. The article presents the results of the study that touched upon the actual problem of the system of professional legal education – the degree of specialist’s compliance with the requirements of the labor market as well as the improvement of the quality of their practical training. The aim of the study is to scientifically substantiate the effectiveness of practiceoriented technologies in the educational process of the college in order to successfully adapt future lawyers in professional activities. The main method of research is a pedagogical experiment, the purpose of which is approbation of the developed author’s methodology. Also, the study used methods of analysis and generalization, questioning, testing, pedagogical observation and methods of mathematical statistics. The presented practice-oriented technologies are aimed at mastering students’ professional competencies and provide for the gradual passage of three modules by the student: goal-setting of didactic cycles, selection of optimal means taking into account peculiarities of the training stage, implementation of educational activity characterized by integration of project and problem-based technologies while observing conditions of differentiated training. According to the results obtained during the implementation of the pedagogical experiment, the introduction of practice-oriented technologies in the educational process of training college students of future lawyers, providing for the gradual development of knowledge and skills, allowed to form the basic professional competencies of students at a reliable level. Thus, the use of activity and interactive methods in the learning process, the introduction of simulation modeling and design, as well as technology for solving situational tasks can be considered as an effective tool for shaping students’ professional-oriented skills and abilities.

scholarly journals The development of conscious self-regulation of workers of coal industry enterprises as a condition for ensuring the safety of professional activities

2021 ◽  
Author(s):  
Irina Stanislavovna Morozova ◽  
Evgeniia Aleksandrovna Medovikova ◽  
Daria Nikolaevna Grinenko ◽  
Anastasiia Evgenevna Kargina
Keyword(s):  
Time Perspective ◽  
Self Regulation ◽  
Coal Industry ◽  
Professional Activity ◽  
Actual Problem ◽  
Professional Activities ◽  
Broad Concept ◽  
The Subject ◽  
The Moment ◽  
The Individual

The actual problem of our time at the enterprises of the Kuzbass coal industry is the moment of ensuring the psychological security of the employee's personality. Psychological security is a fairly broad concept that includes many components and is exposed to various factors [2]. The aim of the study is to consider the importance of self-regulation of the individual as a condition for ensuring the safety of the subject of professional activity. The following methods and techniques were used in the study: The method "Style of self-regulation of behavior" by V. I. Morosanova; Test "Meaning-life orientations" by D. A. Leontiev; Questionnaire by H. Zachera and M. Freze "Professional time perspective of the future". The research is based on the development and testing of the technology of psychological and pedagogical influence in the form of reflexive seminars, which allows to increase the level of awareness of self-regulation of subjects of professional activity.

A dialog and a communication: the contemporary problems of formation of the communicative competence of the artists (based on the examples of the art students)

2021 ◽  
Vol 46 (1) ◽  
pp. 22-35
Author(s):  
A. Ibragimov ◽  
Keyword(s):  
Communication Skills ◽  
Communicative Competence ◽  
Self Determination ◽  
Urgent Problem ◽  
Art Students ◽  
Professional Activities ◽  
Review Analysis ◽  
Analysis And Synthesis ◽  
Professional Self ◽  
The Subject

This article reveals the issues of development and formation of communicative competence among students of an art specialty. The study revealed that an insufficient level of speech culture is typical for students of future artists and teachers. This problem is most acutely expressed by the excessive enthusiasm of students for art and visual activity with insufficient attention to the development of communication skills and a departure from professional self-determination. The purpose of the article is to identify the results of the formation of the subject communicative competence of students of art specialties in the learning process. The following methods were used in the study: theoretical (review, analysis and synthesis of literature); empirical (pedagogical observation, oral and written surveys, tests, pedagogical experiment). The study was conducted at the Institute of Arts, Culture and Sports of KazNPU named after Abai among students (17-19) years old. The data indicate that the formation of communicative competence needs pedagogical support in preparing students for professional activities. The problem of low speech culture of students, inability to communicate, express their thoughts, and sometimes vice versa, upholding the position of a human consumer negatively affects the professional development of the future artist and teacher. The analysis shows that against the background of a general drop in the level of literacy and speech culture of young people, the communicative competence of artists is an urgent problem for many specialties, including for students of pedagogical universities.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Career guidance as a form of self-determination and life self-realization of the youth

2021 ◽  
pp. 726-742
Author(s):  
Elita S. Tabolova ◽  
Vladimir A. Taranov ◽  
Natalia A. Perepelkina ◽  
Tatyana I. Lantsova
Keyword(s):  
Young People ◽  
Career Guidance ◽  
Self Determination ◽  
Professional Activity ◽  
Professional Orientation ◽  
Practical Support ◽  
Market Situation ◽  
Professional Field ◽  
Professional Self ◽  
Intellectual Level

Professional self-determination of young people is a controversial process complicated by the need to choose the field of activity and determine their place in life. Taking into account the complex influence of all factors on the professional orientation of young people is considered a reliable guarantee of the young person's choice of profession as part of life self-determination. However, it cannot be assumed that this process does not need management and practical support, and it can be carried out in a self-adjusting way. In addition, when choosing a profession, young people often rely on external attributes (publicity, showiness, prestige of the profession within the immediate circles) which gives rise to a corresponding interest in its development. Sometimes they do not take into account their correspondence to the requirements of the particular professional field: personal traits representing the importance of a professional, intellectual level of development, or the physiological capabilities necessary for the implementation of this professional activity. Increased attention is aimed at development of the natural instincts of the younger generation, as well as their professional formation, that is, on organizing assistance to young people in the choice of employment. At the same time, the choice should be made not only with a focus on the needs and opportunities of young people themselves, but also taking into account the labor market situation in the conditions of continuous updating of the list of popular professions. Willingness to respond quickly to market demands is the most approved approach to choosing a profession in modern conditions. Timely and qualified assistance in professional orientation would help young people meet the highest need: the need for self-realization.

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