scholarly journals PSYCHOLOGICAL FOUNDATIONS FOR CHILD’S FORMING AS A SUBJECT OF LIFE-CREATION IN THE EDUCATIONALSPACE OF THE NEW UKRAINIAN SCHOOL.

2020 ◽  
pp. 88-100
Author(s):  
Vitalii Mavrin
Keyword(s):  
Personal Growth ◽  
Cognitive Activity ◽  
Educational Process ◽  
Psychological Support ◽  
Scientific Concept ◽  
Life Goal ◽  
Self Development ◽  
Self Actualization ◽  
The Individual ◽  
Mode Of Being

The article analyzes the priority and opportunities of the child's formation as a subject of life-creation in the educational space of the New Ukrainian School. The fundamental ideas of the humanistic and existential psychology’s founders and modern scientists regarding the conscious and creative attitude of the individual to his life as a prerequisite for its self-actualization in the mode of being and the realization of freedom of life (A. Maslow, E. Fromm), the ideas of setting a life goal, determining meaningful life orientations and developing life personality strategy (K. Abulkhanova-Slavskaya, A. Adler, R. May, G. Allport, K. Rogers, V. Frankl), the ideas of individual readiness for life innovations in the process of self-projection (N. Samoukina, T. Titarenko) are analyzed. There were defined the life-creation methods of personality self-development as a subject of life (F. McGraw, A. Molloy, I. Pidlasa). It is shown that the priority of the psychological support of the educational process in the New Ukrainian School is the formation of students as subjects of life creation through the development of their ability to anticipate life, internality, optimistic perception of life prospects, stress resistance and motivation to achieve success. It was established that the fundamental ideas and modern approaches to the interpretation of the problem of formation of the individual as a subject of life-creation fully correspond to the conceptual priorities of the New Ukrainian School, which is designed to bridge the gap between the educational process and the requirements of society. It is revealed that the psychology of life-creation is a holistic scientific concept, which was formed on the fundamental ideas of humanistic and existential psychologists and is now actively developing within the psychology of personal life. There were defined the technologies and forms of work within the framework of psychological support of students in the educational space of the New Ukrainian School. These include: technology of life design, technology of organization of life-cognitive activity of students, psychological counseling and facilitation, training forms of psychological work, in particular, trainings of personal growth, trainings of self-determination and trainings of construction of life perspective.

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 Readiness formation of future lecturers of institution of higher education for professional self-realization

2019 ◽  
Vol 65 (2) ◽  
pp. 314-318
Author(s):  
Oksana Filonenko
Keyword(s):  
Professional Growth ◽  
Professional Training ◽  
Subjective Experience ◽  
Educational Institution ◽  
Educational Process ◽  
Self Development ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self ◽  
The Individual

In the article different approaches to the definition of the essence of the concepts of «self-realization», «professional self-realization» have been considered. The factors influencing the process of lecturers’ selfactualization, pedagogical conditions of self-actualization of the lecturer’s personality have been singled out. In view of the concepts and approaches analyzed, in our study self-realization is understood as a specially organized activity by the subject, the purpose of which is the realization of their own purpose, as well as the result of this activity, is closely connected with self-development and self-affirmation of the individual. Under professional selfrealization, we mean the socialized way of harmonious development of the individual, combined with the acquisition of professional and practical experience in the process of obtaining a qualification by a future specialist during the period of initial professional formation (studying at a higher school) and improving professional growth in the process of fulfilling professional roles and responsibilities, which is an inalienable attribute of the disclosure and implementation of personal and professional potential. In the article, the professional self-realization of the future lecturer of a higher educational institution has been disclosed as a pedagogical problem, the essence of which is the constant self-improvement and self-development of their own potential. It has been determined that the formation of readiness, the nature of the process of professional self-actualization and its outcome depend on both internal and external conditions. External conditions have a certain impact on the internal, thus changing the level of readiness of the student to professional self-realization. Significant influence on the formation of readiness for self-realization in the professional sphere has a set of pedagogical conditions provided in the process of professional training: actualization of students’ subjective experience and its inclusion in the content of professional training, ensuring communication between the subjects of the educational process on the basis of dialogical interaction, the formation of value guidelines of future lecturers for professional self-realization. It has been established that the effectiveness of the self-realization process is related to the success of a master student’s pedagogical activity in the process of assistant practice and positive future professional benchmarks, which reveals possible career prospects.

ACSELECOLOGICAL CONCEPT FOR DEVELOPING THE CREATIVITY IN PEDAGOGICAL AMETOLOGY

2018 ◽  
Vol 28 (3) ◽  
pp. 829-835
Author(s):  
Nelly Koleva
Keyword(s):  
Educational Games ◽  
Public Procurement ◽  
Cognitive Activity ◽  
Role Playing ◽  
Training System ◽  
Educational Process ◽  
Thought Processes ◽  
Intensive Training ◽  
Self Development ◽  
The Individual

Acselecological concept for developing the creativity of the f developing the creativity of students is part of an intensive training system based on ametological technologies to gradually increase the level of education. The concept creates conditions for enhancing the learning process based on an educational process of psycho-physiological conditions for the complex activation of the student's personality reserve capabilities that are hidden in daily life and are unavailable for use due to existing psychological barriers. The aim of the educational process through the acselecological concept and application of specific methodological principles of ametology (personal subject activity, optimality of thought processes), to consider the student I-IV class as a subject of learning activity.The disciple must be able to direct the processes of self-development by fulfilling the public procurement as the subject of his / her own life and the continuity of the maintenance of all stages of improvement of personality qualities, transformation of the space of pedagogical relations, creation of feedback and reflexivity.The application of educational games creates different forms of reproduction of passive knowledge, contains elements of entertainment, includes elements of psycho-training and thought processes of creativity.For the activity in the „Technology and Entrepreneurship” educational discipline, interest is the level of „application” implemented through the role-playing system and the level of „creativity” – through the system of gaming competitions of the educational groups to „generate ideas”. All intensive training techniques are easy to perform using technical means using audiovisual and computer equipment.Depending on the specific tasks, the content of the study material, the level of creative cognitive activity of the students, different types of conversations are conducted in the didactic process. In order to develop creativity, we use the heuristic conversation.A set of additional methods are used to perform the tasks and test the hypothesis: an accelerological analysis that allows to substantiate the essential characteristics of the primary school pupil's development and amorogram; a retrospective analysis of the problem of ammetrical support for pupil's school development; Modified version of a questionnaire - Self-Assessment of Practice, „Factors accompanying the self-development of the individual“; with standard psychodiagnostic methods, which provide quantitative and qualitative information about the phenomenon studied: „Personal Self-Development“, „Level of Subjective Control“, „Self-Governing Capacity“.The developed concept allows to define the ametological essence, the essential characteristics, to distinguish goals at all stages of the training development.

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.

scholarly journals Providing Social and Psychological Support to Gifted Children in the Education Process

2020 ◽  
pp. 162-168
Author(s):  
О.Д. Мухина
Keyword(s):  
Gifted And Talented ◽  
Personal Growth ◽  
Professional Competence ◽  
Educational Process ◽  
Psychological Support ◽  
Gifted Children ◽  
Learning Space ◽  
Teaching Community ◽  
Children Development ◽  
Education Process

В статье обосновывается актуальность проблемы развития одаренного ребенка в условиях современного образования. Описывается необходимость создания государственной системы выявления и социально-психологического сопровождения одаренных детей. Анализируются основные формы и методы адаптации системы образовательного учреждения к возможностям и требованиям ребенка с неординарными способностями. Описываются психологические особенности таких детей. Характеризуются социально-психологические технологии работы с одаренными детьми: диагностика, консультирование, тренинг личностного роста и тренинг креативности, использование которых позволяет обеспечить эффективное сопровождение одаренного ребенка в образовательном процессе, профориентацию и высокопродуктивную деятельность по благоустройству и развитию общества. В статье также перечисляются мероприятия государственного уровня по поддержке данной категории детей. Главной целью данного исследования является стремление привлечь внимание пе­дагогического сообщества к повышению профессиональной компетентности психолого-педагогического состава при организации работы с детьми с выдающимися способностями. При организации образовательного пространства педагогу необходимо использовать специальные методы. При социально-психологическом сопровождении процесса развития одаренного ребенка специалисту необходимо учитывать психологические особенности такого ребенка и особенности его микросоциума. Вся эта деятельность должна быть реализована в контексте и при непосредственном контроле государства. Поддержка одаренных детей вписывается в государственную концепцию последних лет, направленную на осознание ценности человеческих ресурсов и поддержку талантливых людей, способных обеспечить качественный скачок в развитии страны. The article substantiates the relevance of the issue of gifted children development in the conditions of modern education. It underlines the necessity of creating a statewide system of gifted children identification and social and psychological support. It analyzes the major forms and methods that enable one to adjust the education system to the needs and abilities of a gifted child. The article characterizes social and psychological strategies of working with gifted children: identification, consultation, personal growth training, creativity training, and other strategies that enable one to ensure efficient support of gifted children throughout the educational process, secure gifted children’s professional orientation, provide efficient means of social improvement and development. The article enumerates state measures aimed at the support of gifted and talented children. The aim of the research is to draw the attention of the teaching community to the necessity of enhancing teachers professional competence of supporting gifted children’s learning process. When organizing the learning space, a teacher should use special strategies and methods. To provide gifted children with the required social and psychological support, a teacher should take into consideration, gifted children’s psychological peculiarities and the peculiarities of such children’s microcommunities. All these activities should be state-supported and state-supervised. Supporting gifted children has been a state priority for many years now. It highlights the importance of human resources and the necessity to support gifted people capable of ensuring a qualitative development of the country.

scholarly journals USE OF INTERACTIVE LEARNING METHODS IN THE PROCESS OF PREPARATION OF FUTURE EDUCATORS

2020 ◽  
Author(s):  
God Mihalyuk
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Personal Growth ◽  
Interactive Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Learning To Learn ◽  
Future Teachers ◽  
Interactive Teaching ◽  
Learning Group

In the article essence of interactive teaching methods is explained in the article and the advantages of their application in the educational process of higher education institutions are argued. The importance of the focus of the modern educational process not only on professional but also on personal growth of students is outlined. It is about the need to create conditions for the formation of personality traits such as mobility, ability to integrate into a dynamic society, critical thinking, the ability to generate new ideas, the ability to make non-standard decisions and be responsible for them, communication skills, teamwork skills, skills educational situations, etc. The essence of interactive learning is defined, which consists in mutual learning, group form of organization of educational process with realization of active group teaching methods for solving didactic problems. The peculiarities of using interactive teaching methods in the process of preparation of future teachers are revealed. The essence of the most common interactive teaching methods is considered. Working in pairs is an effective method that involves sharing ideas with a partner and further voicing your thoughts to the audience. It is effective to use the Microphone method to update background knowledge, which enables each student to say something quickly, alternately, by answering questions or expressing their opinion or position. Collective discussion, such as Brainstorming, is at the forefront of the educational process of higher education. The Carousel method is most effective for simultaneously involving all participants in the educational process in active work with different partners to discuss discussion issues. The Learning-to-Learn method enables students to pass on their knowledge to their classmates. The method of projects that determines the acquisition and application of practical skills by students. An important tool for the cognitive activity of future professionals is a discussion that involves broad public discussion of some controversial issue. The role of interactive teaching methods in the process of formation of personal and professional qualities of future teachers is revealed.

scholarly journals Practice-oriented Training of School Children in the Conditions of the Federal State Educational Standard

2020 ◽  
Vol 6 (11) ◽  
pp. 408-419
Author(s):  
N. Smirnova ◽  
I. Aleksandrova
Keyword(s):  
Cognitive Activity ◽  
Educational Practice ◽  
Educational Process ◽  
Educational Activity ◽  
Federal State ◽  
Krasnoyarsk Krai ◽  
Educational Standard ◽  
The Individual ◽  
State Educational ◽  
Additional Education

The article deals with one of the directions of educational practice — practice-oriented training. In the implementation of practice-oriented training in modern education can help institutions of additional education, because they have a high adaptation to changes in society, quickly respond to individual educational and other needs of children, and most importantly, unlike regulated school education, offer the freedom to choose programs, directions of training, education and development. New requirements for the organization of the educational process in the system of additional education was a prerequisite for the development of a model of formation of universal educational actions on the basis of Children’s Ecological and Biological Center of Zheleznogorsk, Krasnoyarsk Krai. When creating the model, we took into account that the educational activity of the Children’s Ecological and Biological Center is based on a system-activity approach, which will ensure: the formation of readiness for self-development and continuous education, design and construction of the social environment of students in the education system, active educational and cognitive activity of students, construction of the educational process taking into account the individual age, psychological and physiological characteristics of students. The proposed model can be implemented in all institutions of additional education of natural Sciences.

Examining the level of motivation of foreign students during studying in Kazakhstan

2020 ◽  
Vol 45 (4) ◽  
pp. 38-43
Author(s):  
P. Jugal ◽  
◽  
M. Ospanova ◽  
Keyword(s):  
Learning Process ◽  
Foreign Students ◽  
Driving Forces ◽  
Cognitive Activity ◽  
Educational Process ◽  
Professional Activity ◽  
Complex Dynamic Systems ◽  
Motivation For Learning ◽  
The Individual ◽  
Level Of Motivation

The article deals with the problem of motivation in the student sphere. If we talk about the motivation of students, it represents the processes, methods and means of inducing them to cognitive activity, active development of the content of education. As motives can act in conjunction emotions and aspirations, interests and needs, ideals and attitudes. Therefore, motives are complex dynamic systems in which choice and decision-making, analysis and evaluation of choice are carried out. Motivation for students is the most effective way to improve the learning process. Motives are the driving forces of the learning process and assimilation of the material. Motivation for learning is a rather complicated and ambiguous process of changing the attitude of the individual, both to a separate subject of study and to the entire educational process. Motivation is the main driving force in human behavior and activity, including in the process of forming a future professional. Therefore, the question of incentives and motives of educational and professional activity of students becomes especially important.

scholarly journals TECHNIQUES OF "COMPETITIVE PAIRS" WHILE TRAINING DENTAL DOCTORS

2019 ◽  
pp. 37-40
Author(s):  
V. V. Ekhalov ◽  
A. V. Samoilenko ◽  
I. A. Romanyuta
Keyword(s):  
Higher Education ◽  
Clinical Laboratory ◽  
Cognitive Activity ◽  
Clinical Situation ◽  
Educational Process ◽  
Necessary Condition ◽  
Main Stage ◽  
Current Standard ◽  
Personal Attitude ◽  
The Individual

Considering the strategic directions of modern higher education, dominant personality-oriented paradigm, which determines the rejection of understanding the educational process as a path which interns must comply, can be called This paradigm provides a variety of methods and tools that match the individual personality as a subject of education. The purpose of this work is the searching for new paradigms of educational reform and its new models and technologies, innovative approaches, learning and education. Employees of the Academy were customized modification techniques "competing groups" in training doctors ‒ dental interns, whose meaning is "doubles competition." At the same time, three main components of the concept of critical thinking were basis of the systematization of techniques and strategies within this methodology: cognitive (development of mental levels), communicative (development of interactions) and reflexive (the development of professional reflection). The process of learning by this methodology is carried out in three stages: The preparatory stage involves the definition of the purpose and the task of a substantiated motivation. The conditional clinical situation should be in line with the current standard of higher education, which presupposes the presence of normative disciplines. Intern doctors can propose a problematic situation for discussion, based on the great interest in this topic themselves (the theme of the course work, the specifics of the place of future work, etc.), they can choose their "opponent" independently. The condition of the business game is the planned agreement of one member of the group with the other, he must reasonably and correctly proves the opposite. The main stage takes place as an independent work of interns on their task. For a well-grounded objection, doctors-interns should propose a variety of modern methods of clinical, laboratory, instrumental research, the use of certain therapeutic options, hoping for its effectiveness. At this stage, an important work is going on: each intern must receive the data necessary for "competitiveness", find evidence or refutation based on a specific approach to the problem (subjective, facilitarial, holistic, and interactive), which may indicate the implementation of personality-oriented learning . The phases of work with the information are determined: 1) recognition of information; 2) its review; 3) determination of the main; 4) comparison of the main and secondary; 5) information analysis; 6) its synthesis; 7) information characteristics; 8) its application; 9) information evaluation; 10) personal attitude to information. The final stage is the report of each competitive pair, presentation of results and project protection. An important point is the discussion of the results in the presence of all interns in a specialty that is conducted under the guidance of a teacher or a working group. The use of the technique of "competitive couples" in the educational process of interns of dentistry significantly increases the quality of knowledge. Problematic clinical situations form the ability to self-organization cognitive activity, the ability to perform operations of mental activity. The element of competition, the opportunity to reveal its theoretical and practical potential greatly enhances the ability of young colleagues to think clinically. The introduction of stimulating, encouraging, exciting methods in the educational process can remove psychological stress from interns' doctors, encourage them to self-improvement. As a basis that determines the use of the methodology of individual creativity in the practice of working with young colleagues, the humanization of education, as well as self-improvement, is a necessary condition for obtaining the individually required knowledge and skills.

scholarly journals Conceptual Support of the Modern Educational Process

2021 ◽  
Vol 110 ◽  
pp. 02010
Author(s):  
Svetlana Popova ◽  
Elena Kokoreva ◽  
Konstantin Kirsanov
Keyword(s):  
Educational Institution ◽  
External Environment ◽  
Educational Process ◽  
Psychological Support ◽  
Educational Systems ◽  
High Quality ◽  
Research Competence ◽  
Research Activities ◽  
The Individual ◽  
Dimension One

The article discusses the conceptual directions of the development of education: all-age and continuous. Two interrelated basic tendencies of all-age education have been identified. The authors considered the specificity of educational concepts in different countries of the world. Depending on the level of embeddedness of research competence in the activity, a morphological five-aspect classification is proposed. The following aspects of the division were identified as independent: mental orientation of the individual to the implementation of research activities; own (individual) motivational apparatus that stimulates a person to carry out research activities; the level of requirements and the presence of high-quality psychological support of the close external environment for the formation of acquired properties (signs) in a person for the implementation of expedient research activities; the level of requirements and the presence of high-quality psychological support of the distant external environment for the formation of acquired properties (signs) in a person for the implementation of expedient research activities; the presence of a methodological and informational apparatus in an educational institution for identifying congenital and acquired personality inclinations to research activities. The system of research competence for a specific educational institution, including various aspects of its functioning, is presented by the authors in a code dimension (one of the basic requirements of the digital economy). A sequence of development of a code portrait is proposed, which allows the entire set of educational institutions to be divided according to the level of the state of the system of research competence, which gives the management apparatus of the university a powerful mechanism for the formation of acquired properties (attributes) in a person to carry out expedient research activities (creating the necessary volume and focus of research competence of students and trainees). Based on the proposed methodology, a comparison was made between two educational systems: domestic (Russian) and foreign (American).

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