The use of Teacher Biographies in Professional Self-Development

2020 ◽  
pp. 161-180
Author(s):  
Peter Woods ◽  
Patricia J. Sikes
Keyword(s):  
Self Development ◽  
Professional Self

Self-Organization Technologies in Teaching

2016 ◽  
pp. 201-219
Author(s):  
Galyna Nesterenko
Keyword(s):  
The Self ◽  
Self Organization ◽  
Heuristic Methods ◽  
New Techniques ◽  
Managerial Competencies ◽  
Innovative Methods ◽  
Teacher Factors ◽  
Self Development ◽  
Professional Self ◽  
The Subject

This chapter deals with self-organization teaching technologies as the best instrument of generating, development and using of the innovative methods in education. As a process of spontaneous, dynamic motion of the components of a socio-system, self-organization can randomly generate new (often attractive) structures, processes, and situations. Self-organization of a student group can generate new techniques and ideas for learning and under the knowledge contents also increases students' motivation to learn, interest to the discipline, encourages teachers to professional self-development and to a deeper understanding of the subject matter and techniques. The section suggests several key ways to initiate the self-organization of a group of students or teachers: heuristic methods, interdisciplinary explication, educational heterosis, developing of managerial competencies of a teacher. Factors enhancing the use of self-organizational teaching technologies are disclosed.

scholarly journals TESL Teacher Educators' Professional Self-Development, Identity, and Agency

2018 ◽  
Vol 35 (2) ◽  
pp. 140-155
Author(s):  
Bedrettin Yazan
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Future Research ◽  
Identity And Agency ◽  
Self Development ◽  
Writing Assignment ◽  
Professional Self ◽  
Langue Seconde

Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

ORGANIZATION OF PROFESSIONAL TRAINING OF STUDENTS-PSYCHOLOGISTS AS TECHNOLOGY OF CREATING OF SELF-DEVELOPMENT SUBJECT

2018 ◽  
Author(s):  
S. Kuzikova
Keyword(s):  
Professional Training ◽  
Self Development ◽  
Professional Self ◽  
Training Research ◽  
The Subject ◽  
Development Course ◽  
Research Studies

The paper presents experimentally validated psychological and pedagogical conditions and optimization technologies of forming of subject of personal and professional self-development in the process of training of students-psychologists for psychocorrection activity. Subject, purposes and objectives of "Psychology of self-development" course are defined. The directions of impact of training-research studies are determined. The results of effectiveness verification are presented. Keywords: Self-development, personal self-development, the subject of self-development, optimization of forming of self-development subject, training-research studies.

SELF-EVALUATION METHODOLOGY OF PROGRAMMERS' COMPETITIVENESS IN THE CONTEXT OF LIFELONG EDUCATION AND PROFESSIONAL SELF-DEVELOPMENT

2019 ◽  
Vol 5 ◽  
pp. 169
Author(s):  
Edgars Katans ◽  
Irēna Katane ◽  
Gatis Vītols
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Wilcoxon Test ◽  
Evaluation Methodology ◽  
Lifelong Education ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Self Evaluation ◽  
Self Development ◽  
Professional Self

Contemporary social sciences, including pedagogy and psychology, carry out researches in the field of competitiveness. The more competitive each member of the society is, the more competitive is the society as such. The aim of research was: experimentally approbate the developed methodology for evaluating the competitiveness of programmers. Research methods were: survey as pedagogical experiment, projective method for data obtaining; Wilcoxon test for data processing. The results of the  pedagogical experiment testify that: during the pedagogical experiment,  research participants changed their competitiveness self-assessment. Therefore it is very important to know self-evaluation indicators of professional development because it significant impacts both: programmers notions about professional self-development and competitiveness as result of this development, changing competitiveness self-assessment as well. During the experiment, the participants of the research gained new experience of reflection, reflecting on their professional development, including professionalism, career, in past, present and future, and this reflection experience can serve as a basis for programmer's professional development and adequate competitiveness self-assessment. The experimentally approbated self-assessment methodology of professional development and competitiveness is valid and can be used in further research. 

Educational Professionally Oriented Tasks As a Mean of Stimulating Professional Self-Development of Future Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 32-38 ◽  
Author(s):  
O. Pavlova
Keyword(s):  
Necessary Condition ◽  
School Teachers ◽  
Teaching And Research ◽  
Research Competence ◽  
Self Development ◽  
Competency Based ◽  
Professional Self ◽  
And Control ◽  
Development Of Students ◽  
Future School

Teaching and research competence, as a complex multicomponent structure, is both the goal and the means of stimulating the professional self-development of students. The inclusion of students in the process of solving professionally oriented educational problems is a necessary condition for the implementation of a competency-based learning model. The article discusses examples of tasks related to the implementation of methodological and mathematical training of students. On the example of the assignment related to the design of the mathematical calendar, the capabilities of this assignment are demonstrated, reflecting its focus on the formation of educational and research competence of students. The consistent inclusion of future school teachers in the work on the described tasks contributes to the formation and control of the formation of their methodological and mathematical competence as a whole.

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