Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile

2020 ◽  
Author(s):  
I. N. Valgasova ◽  
◽  
M. O. Zotova ◽  
Zh. R. Tegetaeva
Keyword(s):  
Nervous System ◽  
Professional Training ◽  
Self Regulation ◽  
Educational Practice ◽  
Personal Characteristics ◽  
Future Teachers ◽  
Professional Activities ◽  
Regulation Of Activity ◽  
The Individual ◽  
The Relationship

The article is devoted to the importance of the connection of the type of the nervous system and self-regulation in the professional development of future teachers. Particular attention is drawn to the fact that the formation of the foundations of selfregulation occurs during the period of training, when the process of personality formation takes place. Self-regulation of activity has its own characteristics among representatives of various areas of professional training and is associated with the structure of their temperament. Nowadays, the most urgent problem is the introduction of a differentiated approach into educational practice, but for its implementation an in-depth study of the individual typological and behavioral characteristics of students in pedagogical training areas is necessary. Since the modern high demands on the personal qualities and professional activities of teachers on the part of students and their parents, colleagues and heads of educational institutions are serious external incentives in the teacher’s work on himself. It is obvious that the success of pedagogical activity, in many respects depends on the ability of the future teacher to regulate his professional activities and personal characteristics. The aim of the study was to identify the types of temperament in future teachers, the formation of self-regulation and the relationship between them. The results obtained allow us to more effectively implement a personality-oriented approach in accordance with the specifics of the educational and professional orientation of students. To solve the tasks and verify the consistency of the hypothesis, the study used a combination of informative, reliable, complementary research methods. The data obtained during testing were subjected to mathematical processing in the SPSS program, Pearson’s correlation analysis was used, which allowed us to identify the relationship between the type of nervous system and the level of self-regulation.

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals DIDACTIC FUNDAMENTALS OF MUSICAL TRAINING OF FUTURE CHOREOGRAPHY SPECIALISTS IN DOMESTIC HIGHER EDUCATION INSTITUTIONS

2021 ◽  
pp. 91-97
Author(s):  
Oleksandr Кovalenko
Keyword(s):  
Higher Education ◽  
Nervous System ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Musical Training ◽  
Individual Characteristics ◽  
Professional Activity ◽  
Individual Approach ◽  
Professional Activities ◽  
The Individual

The article considers the didactic conditions of musical training of choreographers in higher education institutions of our state. In this work the structural didactic features of musical competence of choreographers are defined, such as: feature of professional activity planning; ways and methods of performing professional activities; communication techniques; organizational skills of choreographers; features of dance and motor motility. The article also states that the author considers an individual approach to take into account the ways of adapting the properties of studentsʼ nervous system to the requirements of professional activity as an effective method of musical training of choreographers in domestic higher education institutions. The article also deals with an individual approach, which takes into account the individual differences of students, the development of techniques, tools and methods of forming professional and musical skills of choreographers, due to the typological properties of the nervous system. At the heart of the individual approach considered in the study there is the idea of understanding a developing student as a person with a unique set of individual qualities. This involves the recognition of different, but equivalent in effectiveness methods of educational and creative activities that meet the objective requirements of the professional activity of the teacher and the individual characteristics of the future specialist.Also, in this paper, it is noted that in pedagogical science didactics is connected with the methods of teaching courses. The method of teaching folk dance is somewhat different from other choreographic disciplines due to the specifics of national dance. All textbooks, programs and methodical materials on folk choreography are authorʼs versions and naturally cannot be accepted by all experts identically. Keywords: musical training, music theory, choreographer, professional training, didactics, didactic bases of training, professional skill, systematic approach to musical training.

scholarly journals Success of Professional Activities of Representatives of Humanitarian Professions

2020 ◽  
Vol 79 ◽  
pp. 02024
Author(s):  
Alexey Yurievich Kodzhaspirov ◽  
Lyudmila Viktorovna Polyakova
Keyword(s):  
Nervous System ◽  
Personality Traits ◽  
Personal Characteristics ◽  
Professional Activity ◽  
Professional Activities ◽  
Signal Systems ◽  
Professional Success ◽  
Relationship Of ◽  
The Relationship ◽  
Pedagogical Literature

The study reveals the relationship between the success of professional activity with the personal characteristics of representatives of humanitarian professions. The following diagnostic means were used to establish the relationship of personal characteristics with the successful development of professional skills of students studying humanities: Methodology “Personality traits” (J. Barrett), Diagnostics of the structure of signal systems (E. F. Zeer, A. M. Pavlova), Methodology express – diagnostics of the characteristics of the nervous system by psychomotor indicators Е. P. Iliin. Based on the analysis of psychological and pedagogical literature and the study, the authors conclude that professional success in the humanitarian professions is associated with personality traits: sociability, focus on facts, as well as mobility of the nervous system. The absence of these traits negatively affects the effectiveness of professional activity.

scholarly journals PROFESSIONAL TRAINING OF FUTURE TEACHERS OF NATURAL SCIENCES

2021 ◽  
Vol 1 (194) ◽  
pp. 13-17
Author(s):  
Oksana Voitovych ◽  
Keyword(s):  
High School ◽  
Professional Training ◽  
Natural Sciences ◽  
Matter Field ◽  
Professional Activity ◽  
Field Energy ◽  
Future Teachers ◽  
Professional Activities ◽  
The Individual ◽  
Interdisciplinary Interaction

It was established that the professional training of future teachers of natural sciences should be focused on providing an integrated model of education and based on the formation of students a set of general and special (professional) competencies and personal qualities, which are necessary for successful professional activity. Accordingly, the main content components of professional training of future teachers of natural sciences are knowledge of subjects (physics, chemistry, biology, etc.) and their interdisciplinary interaction, understanding of teaching methods, ability to use this knowledge in educational activities and willingness to apply knowledge, skills and abilities in professional activities. The training teacher of natural sciences should be focused on teaching an integrated course «Natural Sciences», which is studied in high school in which natural subjects are not specialized, although his qualifications are a teacher of natural sciences, physics, chemistry, biology, in this specialist has broader qualifications and, accordingly, the range of competencies. Therefore, in addition to the formed competencies in each subject, we expect that in the process of training teachers of natural sciences is also important to integrate the curriculum of mandatory disciplines, which will ensure the formation of a holistic system of knowledge and skills. Analytical review of the programs of the course «Natural Sciences» for high school in terms of their content allowed us to state that they were aimed at the formation of natural sciences competence of the individual, but each provides it differently. While some clearly show the presence of separate semantic blocks of different subjects, in others we see an attempt to make the program more integrated basis on objects of study: matter, field, energy and technology, we anticipate human habitation in the environment and man-made society. We convinced that this approach will be further develops, because it corresponds to the idea of integrativity, embedded in the idea of the emergence of this subject in high school. The introduction of an integrated course «Natural Sciences» in high school forces to move away from the disparate formation of natural knowledge in individual subjects and strengthens the integrative nature of the content of natural subjects. Accordingly, the professional training of future teachers of natural sciences should be improve in the direction of integrating the knowledge, skills and abilities of students in the process of studying the relevant professional disciplines. It was recommended to introduce integrated disciplines in the process of training future teachers of natural sciences, which will ensure their quality professional training.

ПСИХОЛОГІЧНІ ЧИННИКИ ПРОФЕСІОНАЛІЗАЦІЇ МАЙБУТНЬОГО ПЕДАГОГА

1970 ◽  
Vol 6 (1) ◽  
pp. 269-276
Author(s):  
Марія Заміщак
Keyword(s):  
Personal Development ◽  
Professional Competence ◽  
Personal Characteristics ◽  
Future Teachers ◽  
Self Identity ◽  
Professional Activities ◽  
Teacher Professionalization ◽  
Self Actualization ◽  
The Individual ◽  
The University

Аналізуються психологічні чинники особистісної професіоналізації майбутнього педагога. Розглянуто особистісне становлення у взаємозв’язку із самовизначенням особистості під час професійного навчання. Виділено, що професіоналізація у вищому навчальному закладі є процесом самоактуалізації особистості в умовах навчально-професійної діяльності та спілкування, що спрямований на максимальну реалізацію власних можливостей та професійно-особистісних особливостей. Визначено значущість психологічної, соціальної, моральної та духовної ситуації вищого навчального закладу, який впливає на самовизначення майбутнього педагога, формування його світоглядних орієнтацій, здатностей, професійних компетентностей, прийняття та засвоєння ним цінностей, прогнозування життєвих цілей. Обгрунтовано суть професіоналізації в студентів – майбутніх педагогів як цілісного психолого-педагогічного процесу, її впливу на самовизначення та самореалізацію, розвиток готовності до рішення професійних завдань та самовиховання особистісних здатностей, значущих для набуття професіоналізму майбутніми педагогами. Показано, що уже з першого курсу при вивченні предмету загальної психології структура психолого-педагогічного супроводу особистісного розвитку майбутнього педагога має включати: уявлення про професію, знання про вимоги професії до особистості, про особистість як соціальний, психологічний, моральний та духовний феномен. Analyzes the psychological factors of personal future teacher professionalization. We consider the formation of personal relationship with self-identity during training. Highlight that professionalisation in higher education is a process of self-actualization in terms of educational and professional activities and communication that aims to maximize the opportunities and their own professional and personal characteristics. Determined the significance of psychological, social, moral and spiritual situation of the university, which affects the determination of future teachers, the formation of his philosophical orientation, ability, professional competence, acceptance and assimilation of values, life goals forecasting. Grounded in the essence of the professionalization of students - future teachers as a complete psycho-pedagogical process, its impact on self-determination and self-realization, developing preparedness solutions professional tasks and personal self-ability, important for acquiring professional future teachers. It is shown that already with the first course in the study of the subject of psychology structure of psycho-pedagogical support of personal development of future teachers should include: understanding of the profession, knowledge of the requirements of the profession to the personality of the individual as a social, psychological, moral and spiritual phenomenon.

scholarly journals Styles of Vital Activity Regulation in accordance with the Temporal Perspective Balance

2018 ◽  
pp. 113-120
Author(s):  
O. N. Popova
Keyword(s):  
Time Perspective ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Temporal Perspective ◽  
Balanced Time Perspective ◽  
Successful Business ◽  
The Individual ◽  
Entrepreneurial Activities ◽  
The Relationship

The paper deals with the relationship between the characteristics of individual time perspective and the processes of self-regulation that affect the quality of life. The research features personal characteristics of people engaged in entrepreneurial activities. The author has conducted a comparative analysis of time perspective balance in relation to the styles of self-regulation in three groups: successful entrepreneurs, individuals who refuse to engage in entrepreneurial activities for various reasons, and individuals who keep failing to organize their own business. The obtained results have revealed that a balanced time perspective in combination with regulatory modeling and evaluation processes is necessary for successful business activity. If time perspective is unbalanced, it does not allow the individual to use their positive potential to the full, even if life regulation processes are well-developed.

METHODOLOGY AND TECHNOLOGY RESEARCH OF PERSONALITY SELF-DEVELOPMENT RESOURCES

1970 ◽  
Vol 8 (1) ◽  
pp. 97-103
Author(s):  
Svitlana Kuzikova
Keyword(s):  
Professional Training ◽  
Self Regulation ◽  
Life Strategy ◽  
Psychological Resources ◽  
Vital Activity ◽  
Development Organization ◽  
Self Development ◽  
Individual Consciousness ◽  
The Subject ◽  
The Individual

The author's approach to the empirical study of the peculiarities of self-development of a person has been  considered. The criteria of self-development as a subject activity have been characterized. Its indicators have been  given.  The  psychological  resources  of  personal  self-development  have  been  singled  out:  the  need  for  self- development as its source and determinant; conditions that ensure its success; mechanisms as functional means and  conditions  for  its  implementation.  Their  essence  has  been  revealed.  The  need  for  self-development  has  been  determined by the actualization of the characteristics of self-development (self-activity, vital activity, development of  self-consciousness) and has been occurred when the content structure of the individual consciousness and the  transformation of semantic entities changed. Conditions of self-development has been defined by mature I of  personality, openness, tolerance to the new, the presence of a conscious goal of self-realization and active life  strategy. Reflection, self-regulation and feedback have been considered as mechanisms of self-development. The  methodical approaches and means of studying the peculiarities and factors of the development of the subject of self- development in adolescence in the process of professional training have been offered, and the results of their  integrated empirical research have been highlighted. Particular attention has been paid to the analysis of the level  of actualization of self-development resources among students, discovered with the author's diagnostic method  "DCPSD" (Dispositional Characteristic of Personality of Self-development). It has been proved that psychological  resources as a set of possibilities of development already exist in the psychological reality of a person. It has been  shown that the dominance of the level of self-development resources’ actualization of the individual (and their  combination) can be correlated with the dimensions of the individual psychological space, indicating the individual  peculiarity of the personal self-development organization. It has been noted that, at the same time, actualization,  strengthening and harmonization of all psychological resources of a person self-development, enrichment of its  relations with the environment and other people, and increasing spirituality is necessary for the implementation of  progressive conscious personal self-development. У  статті  розглянуто  авторський  підхід  до  емпіричного  вивчення  особливостей  саморозвитку  особистості. Охарактеризовано критерії саморозвитку як суб’єктної діяльності, наведено його показники.  Виокремлено психологічні ресурси особистісного саморозвитку: потребу в саморозвитку як його джерело і  детермінант; умови, які забезпечують його успішність; механізми як  функціональні засоби і умови його  здійснення.    Розкрито    їх    сутність.    Потреба    в    саморозвитку    визначається    актуалізованістю  характеристик саморозвитку (самоактивність, життєдіяльність, розвиненість самосвідомості) і виникає  при зміні змістової  структури індивідуальної свідомості та трансформації смислових утворень. Умови  саморозвитку  окреслюють  зріле  Я  особистості,  відкритість,  толерантність  до  нового,  наявність  усвідомленої   мети   самоздійснення   та   активної   життєвої   стратегії.   Як   механізми   саморозвитку  розглядаються рефлексія, саморегуляція та зворотній зв'язок. Запропоновано методичні підходи і засоби  вивчення особливостей та чинників становлення суб’єкта саморозвитку в юнацькому віці в процесі фахової  підготовки, висвітлено результати їх комплексного емпіричного дослідження. Особливу увагу приділено  аналізу  рівня  актуалізації  ресурсів  саморозвитку  у  студентів,  виявленого  за  допомогою  авторської  діагностичної методики «ДХСО». Доведено, що психологічні ресурси  як сукупність можливостей розвитку  вже існують у психологічній реальності людини. Показано, що домінування рівня актуалізації ресурсів  саморозвитку особистості ( та їх поєднання) можна співвіднести з вимірами психологічного простору  особистості,   що   свідчить   про  індивідуальну   своєрідність   організації   особистісного  саморозвитку.  Зазначено,  що  в  той  же  час  для  здійснення  прогресивного  усвідомленого  особистісного  саморозвитку  необхідна   актуалізація,   взаємопосилення   і   гармонізація   всіх   психологічних   ресурсів   саморозвитку  особистості, збагачення її зв’язків із навколишнім середовищем та іншими людьми, підвищення духовності.

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

scholarly journals The correlation of sociopsychological characteristics and self-stigmatization of patients with mental disorders (Result of original study)

2019 ◽  
pp. 46-54
Author(s):  
N. B. Lutova ◽  
O. V. Makarevich ◽  
K. E. Novikova
Keyword(s):  
Mental Disorders ◽  
Affective Disorders ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Original Study ◽  
The Self ◽  
Regulation System ◽  
System Functioning ◽  
The Relationship ◽  
Self System

The investigation studies the relationship between narcissistic self-regulation with the features and expression of self-stigmatization in patients with endogenous mental disorders. The study involved 131 people, including patients with schizophrenia — 66.8% and individuals with affective disorders — 33.2%. The survey was conducted by using the following methods: «Index of Self-system functioning» and questionnaire of self-stigmatization by Mikhailova-Yastrebov. Data on correlation of strength personality reducing with selfstigmatization, the specifics of Self-regulation structure in various inner stigma forms, and the absence of IFSS significant differences in patient’s groups with different nosological forms of mental disorders, disease’s duration and number of hospitalizations — were obtained. The specific personal characteristics underlying premorbid changes in the Self-regulation system that determine the vulnerability of patients to the formation of stigma are discussed.

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.

Sign in / Sign up

Export Citation Format

Share Document