scholarly journals University IT infrastructure in the context of evolutionary transformations of the digital economy

2020 ◽  
Vol 1 (1) ◽  
pp. 12-19
Author(s):  
Kantemir V. Kaziev ◽  
Anna A. Sherstobitova ◽  
Bella V. Kazieva
Keyword(s):  
Self Regulation ◽  
Professional Community ◽  
Adaptive Strategy ◽  
Educational Environment ◽  
Educational Process ◽  
It Infrastructure ◽  
Systematic Analysis ◽  
Self Development ◽  
The Future ◽  
Teachers And Students

Education faces a new barrier - digital, which needs to be taken that to continue its evolutionary path of qualitative changes in the system and the entire educational environment. Universities solve problems of IT infrastructure renewal, educational technologies, integration of all components of infrastructure. For a knowledge-based society, motivation of students and employees of companies, employees of organizations to professional self-development is important. There is a need to build the evolutionary capacity of universities, teachers and students. Self-development of the future specialist is the base, the way of its self-regulation in the future professional community, the possibility to reveal the personal and creative potential, both in team and autonomous work. The information and educational infrastructure of the university forms competences, personal qualities of the student. It's necessary to carry out a systematic analysis of the goals, opportunities, ways of updating the information and educational environment as an innovative environment, combining resources, tools, methodologies of solving problems, in particular, and the management of the educational process. The trained, creative, creative and competent experts who will be able to realize the personal adaptive strategy of creative activity are needed. The article contains a systematic analysis, describes system-synergistic goals and approaches for the development of university infrastructure, strategic and tactical goals of universities, one of the main participants of digital transformations of the modern economy. Most attention is paid to scientific-methodological, information-logical support of the training process, situational modeling and decision-making.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

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”.

ДІАЛОГ ЯК МЕХАНІЗМ АКСІОГЕНЕЗУ ОСОБИСТОСТІ В ПРОЦЕСІ ВИЩОЇ ПРОФЕСІЙНОЇ ОСВІТИ

1970 ◽  
Vol 8 (1) ◽  
pp. 103-109
Author(s):  
Галина Радчук
Keyword(s):  
Real Life ◽  
Educational Environment ◽  
Educational Process ◽  
Cognitive Approach ◽  
Developmental Potential ◽  
Educational Dialogue ◽  
Cultural Orientations ◽  
Teachers And Students ◽  
Stereotyped Role ◽  
Internal Initiation

Статтю  присвячено  проблемі  теоретичного  обґрунтування  діалогу  як  механізму  аксіогенезу  особистості в освітньому процесі та виокремлення сутнісних аспектів діалогізації освітнього середовища  вищої школи. Обґрунтовано, що провідними цілями сучасної вищої освіти в контексті її гуманітаризації є  загальнокультурні орієнтири, які дозволяють замінити власне  когнітивний  підхід на смислотворчий, де і  викладач, і студент є активними суб’єктами освітнього діалогу. Показано, що освітній діалог виступає  зовнішньою   спонукою   внутрішнього   ініціювання   особистісно-професійного   становлення   майбутнього  фахівця,  становлення  його  ціннісно-смислової  сфери,  а  рівень  діалогізації  освітнього  середовища  може  слугувати  мірилом  реалізації  особистісно-розвивального  потенціалу  освіти.  На  підставі  емпіричного  дослідження   визначено,  що  у   реальному   освітньому   процесі  найбільшою   перешкодою  у   діалогізації  освітнього   середовища   є      догматичність,   формалізованість   освітнього   процесу   та   закритість,  стереотипність рольової поведінки викладачів та студентів.  The  article  is  focused  on  theoretical  argumentation  of the  dialogue  as  a  mechanism  for  personality  axiogenesis in  educational process and separation of essential dialogue aspects in higher educational environment.  The author argues that general cultural orientations are main goals of modern higher education in the context of its  humanization. This allows to replace the actual cognitive approach with sense creation one, where both teacher and  student are active subjects of educational dialogue. It is shown that educational dialogue is an external stimulus of  internal initiation of personal and professional formation in future specialists, as well as formation of their value- semantic sphere. The level of dialogue in educational environment can serve as a measure of implementation of  personality and developmental potential in education. On the basis of empirical research it is determined that  dogmatism,  formalization  of  educational  process,  and  closeness,  stereotyped  role  of  teachers’  and  students’  behavior  are  the  greatest  obstacles  for  educational  environment  becoming  more  dialogue  driven  in  real-life  educational process.

scholarly journals КОМУНІКАТИВНА АНТИЦИПАЦІЯ ЯК ОСОБИСТІСНИЙ ВИМІР ТВОРЧОСТІ ДИТИНИ У ВЗАЄМОДІЇ З ОТОЧУЮЧИМИ

World Science ◽  
2019 ◽  
Vol 4 (11(51)) ◽  
pp. 21-26
Author(s):  
Михальська С. А.
Keyword(s):  
Driving Forces ◽  
Self Regulation ◽  
Speech Development ◽  
Creative Imagination ◽  
Cultural Traditions ◽  
Potential Development ◽  
The Social ◽  
Self Development ◽  
The Future ◽  
Linguistic Behavior

Antitrust, which provides a key way to identify the driving forces for self- development and the development of speech behavior have been examined in this article. Some aspects of the influence of antitrust in the social interaction of the child with the environment in various situations of uncertainty and familiar content, the importance of creative achievements of the communicative-speech development of the senior preschooler on the growth of conscious self-regulation of linguistic behavior have been confirmed here. It has been proved that one of the lines of personal potential development is the speech behavior of the child and the presence of creative driving force - antitrust, aimed at creating of the future result of the interaction and making decisions on the subsequent course of the communicative situation based on this image. It has been affirmed that the general mental development of the child, the formation of «preschool maturity» is the base ground for the manifestation of creativity, in particular in communicative activities and the development of antitrusting capabilities of the child as a manifestation of «anticipation of the future», designing as creative prediction, creating images of future activities. It has been made a conclusion concluded that inheritance of cultural traditions, although it provides a person with a tool for the implementation of linguistic communication, but without forming a creative imagination destroys effective meaningful personality traits: integrity, uniqueness, activity, expression, openness, self-development, self-regulation.

scholarly journals Features of students ’ vision of teachers

2019 ◽  
Vol 70 ◽  
pp. 08012
Author(s):  
Gokkajan Chomaeva ◽  
Marina Kubanova
Keyword(s):  
Positive Emotions ◽  
Positive Attitude ◽  
Cognitive Activity ◽  
Educational Process ◽  
The Real ◽  
Projective Techniques ◽  
Communication Partner ◽  
The Future ◽  
Teachers And Students ◽  
The Ideal

The article is devoted to the analysis of an important aspect of pedagogical interaction between teachers and students as the idea/vision of each other, in particular the image of the teacher through the eyes of the student. The vision of a communication partner is the basis for the formation of an attitude towards him and the activities performed by him. A positive attitude to the teacher motivates cognitive activity of students, stimulates interest in the future profession, i.e. is a factor of productive interaction in the educational process. The study is based on the use of projective techniques, which revealed the differences in students ’ ideas about the ideal and the real teacher. Assessing the overall results of the study, we can say that there is a clear difference in the assessments of teachers in comparison with the student’s ideas about the ideal teachers. Students negatively characterize the real pedagogical interaction and want more softness, joy, positive emotions from interesting teachers. Taking into account the data obtained will help to improve the efficiency of the pedagogical process.

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 The Training Program Promoting Students’ Self-Realization in the Integrated Educational Environment

2020 ◽  
pp. 45-51
Author(s):  
Olga Kuprieieva
Keyword(s):  
Coping Strategies ◽  
Training Program ◽  
Students With Disabilities ◽  
Time Perspective ◽  
Self Regulation ◽  
Well Being ◽  
Active Coping ◽  
Educational Environment ◽  
Psychological Hardiness ◽  
Self Development

The article presents the training program (for personality-oriented training) developing psychological qualities and personal resources of students’ self-realization in the integrated educational environment: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The study purpose was to reveal the content of the training program promoting students’ self-realization in the integrated educational environment and the features of its implementation. The correlation analysis was used to identify links among the components of self-realization of students with disabilities and their personal characteristics – self-attitudes, life values and meanings, basic beliefs, psychological hardiness, time perspective, used coping strategies. The comprehensive empirical study involved 325 students with disabilities and 225 students without disabilities studying in integrated university groups (Kyiv). The targets for psychological influence and meaningful parts of the proposed training promoting self-realization were identified. The training program was a personality-oriented training and included a set of psychological techniques and methods promoting continuous personal growth, activating psychological mechanisms of self-development, self-improvement, self-activation and self-realization of potential capabilities. The training program was developed on the principles of humanistic and positive psychology; the proactive conceptual model of disability; the resource-oriented approach used in psychological counselling and psychotherapy; the concept of self-determined behaviour. The purpose of the proposed training program was to promote students’ self-realization via development of their psychological qualities and personal resources: psychological hardiness, value-semantic and motivational resources (meaningfulness of life, motives for self-development, values of self-realization, time perspective); resources of self-regulation (self-attitude, self-efficacy, autonomy); active coping strategies. The training program was based on self-realization components selected by us and consisted of three meaningfully related parts: «I and my inner world» (psychological resources of personal self-realization) including three modules; «I and the Other» (social resources of personal self-realization) with two modules; «I am in the World and Life» (instrumental resources maintaining life quality and psychological well-being) with two modules. Approbation of the program has showed its high efficiency. The analysed components of students’ self-realization – psychological hardiness, self-attitude, self-acceptance, meaningful life goals, active coping – showed their significant growth, and as a consequence, improved students’ psychological well-being.

scholarly journals Self-determination impact on motivation in the conditions of professional education.

2021 ◽  
Vol 13 (1) ◽  
pp. 123-133
Author(s):  
Alla G. Mikhailova ◽  
Keyword(s):  
Professional Education ◽  
Self Regulation ◽  
Psychological Needs ◽  
Educational Process ◽  
Self Determination ◽  
Self Organization ◽  
Self Awareness ◽  
Social Self ◽  
Self Development ◽  
The University

Introduction: Self-determination theory plays a crucial role in self-awareness forming. It suggests that people are motivated to grow and change as well as to be able to become self-determined by three universal psychological needs: for fulfillment of competence, connection, and autonomy. The article examines the main criteria and indicators of self-determination. Socio-pedagogical conditions are pro-posed which provide the effectiveness of the process of forming social self-determination among students. Materials and methods: the methodological basis is the ideas of personal and pro-fessional development as the basis the foundation of achieving a professional “acme” in the works of such scientists as A.S. Anisimov, A.A. Bodalev, A.A. Derkach, V.G. Zazykin, A.K. Markova, N.V. Kuzmina and others. Scientists focused on interdiscipli-nary connections and integration approaches in the study of the problems of personality self-determination. Results: recommendations are given for the design of activating methods of self-determination. The research hypothesis is based on the assumption that the for-mation of self-determination in the educational process of the university will be effective if proposed conditions are realized: providing the interconnection of formation processes and person’s self-development; inclusion of students in a variety of activities in order to acquire social experience and a system of social roles for further self-development; trainings for motivational growth and classes aimed at developing skills of self-organization and self-regulation in stressful situations. Discussion and Conclusions: according to these conclusions, a set of recommenda-tions were developed: external and internal factors of social self-determination should be considered in the system, with its inherent connection with the environ-ment, since changes in the social environment entail changes in the system of factors; in order to study personal properties, develop mutual understanding and determine ways of development and correction, one should use high-quality psychodiagnostic techniques, trainings for motivational growth, aimed at developing skills of self-organization and self-regulation in stressful situations; it is necessary to ensure the activity of students in a variety of activities.

scholarly journals SELF-DEVELOPMENT OF EDUCATION SEEKERS IN THE CONTEXT OF SYNERGETIC APPROACH AND POST- NEOCLASSICAL EDUCATIONAL PARADIGM

2022 ◽  
Vol 1 (2) ◽  
pp. 13-20
Author(s):  
HRYHORIY TERESHCHUK ◽  
NATALIA LUPAK
Keyword(s):  
Personal Growth ◽  
Educational Institution ◽  
Self Regulation ◽  
Educational Process ◽  
Self Determination ◽  
Modern World ◽  
Self Development ◽  
Educational Paradigm ◽  
The Individual ◽  
Key Aspects

The problem of self-development of a student related to the transformation of the educational process in the post- neoclassical science is highlighted. This problem is considered in the context of a synergetic approach with the actualization of the needs and opportunities for self-organization of the applicant’s personality as a holistic characteristic of a human. It is noted that the pedagogical process of an educational institution of innovative type should be aimed at developing the abilities of the applicant, their ability to meet the challenges of the information society and self-realization in the changing conditions of the modern world. It is stated that self-development of an applicant within the synergetic paradigm of education requires a reorientation of the educational process from traditional conservative to innovative creative, in which the acquisition of vital competencies is carried out in interaction (communication) with other subjects and taking into account external (physical) and internal (mental) human activity. It is substantiated that the key aspects of the self-development of the student should be focused on the formation of their optimal developmental lifestyle. It is about the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization. In the projections of the synergetic paradigm, the individual as a complex, open, nonlinear system appears with all the potential opportunities for self-development, which can be realized under certain organizational and pedagogical conditions. It is stated that despite the fact that the applicant – the future specialist controls their own development, the teacher of higher education should exercise general management of educational activities and is fully responsible for the quality of training of the applicant. This is inherent in any level of education. The new roles of the modern teacher (“moderator”, “coach”, “tutor”, “speaker”, “medium”, etc.) set adequate requirements for these roles. Not only the updated knowledge, but also the ways of obtaining it and the possibilities of its application become valuable for the student at various stages and levels. Key aspects of self-development: the ability to self-determination, personal growth, self-regulation, existence, self-expression, self-realization will contribute to the formation of the individual’s personality, open to new knowledge and values, able to realize their own life purpose.

scholarly journals Homeostatic approach in pedagogy

2021 ◽  
pp. 77-85
Author(s):  
Елена Николаевна Дзятковская
Keyword(s):  
Social Systems ◽  
Self Regulation ◽  
Educational Environment ◽  
Applied Science ◽  
Educational Process ◽  
The Body ◽  
Learning System ◽  
Main Mechanism ◽  
Optimal Direction ◽  
General Scientific

Статья рассматривает возможность использования общенаучного гомеостатического подхода к решению проблемы оптимизации управления в социальных системах, к которым принадлежит и образование. Гомеостатика, как кибернетическая наука, отвечает на вопросы: чем можно и нужно управлять, имея дело с самоорганизующимися системами; как выбирать оптимальное направление развития из возможного разнообразия; когда можно «отпустить» саморазвивающиеся процессы на «самотек». То есть, гомеостатика является не только теоретической, но и прикладной наукой. Автор считает, что перспективным является применение гомеостатического подхода при проектировании образовательной среды. Такая образовательная среда может приобрести свойства вариативности и адаптивности, стать развивающей и развивающейся, доступной и здоровьесберегающей – решающей основное противоречие образовательного процесса: между характером управления учебой ребенка со стороны системы обучения и характером ее непроизвольной саморегуляции со стороны организма. Это ключевое противоречие, превращаясь в противоположность, выступает основным механизмом дидактогенного ухудшения здоровья школьников. Сформулированы принципы проектирования образовательной среды на основе гомеостатики. The article considers the possibility of using a general scientific homeostatic approach to solving the problem of optimizing management in social systems, to which education belongs. Homeostatics, as a cybernetic science, answers the questions: what can and should be managed when dealing with self-organizing systems; how to choose the optimal direction of development from a possible variety; when it is possible to "let go" of self-developing processes to "take their course". That is, homeostatics is not only a theoretical, but also an applied science. The author believes that the application of the homeostatic approach in the design of the educational environment is promising. Such an educational environment can acquire the properties of variability and adaptability, become developing and developing, accessible and health-saving - solving the main contradiction of the educational process: between the nature of the child's learning management by the learning system and the nature of its involuntary self-regulation by the body. This key contradiction, turning into the opposite, acts as the main mechanism of didactogenic deterioration of the health of schoolchildren. The principles of designing an educational environment based on homeostatics are formulated.

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