FEATURES OF THE DEVELOPMENT OF PROFESSIONAL AND PERSONAL QUALITIES OF UNIVERSITY TEACHERS

2021 ◽  
Vol 66 (1) ◽  
pp. 88-93
Author(s):  
G.T. Dakina ◽  
◽  
G.A. Zhumakulova ◽  
Keyword(s):  
School Teacher ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Knowledge And Skills ◽  
University Teachers ◽  
Effective Implementation ◽  
Pedagogical Skills ◽  
Personal Qualities ◽  
Comprehensive Indicator

A modern university teacher is not only a teacher, educator, organizer of students ' activities, researcher of the pedagogical process, consultant, educator, who constantly improves the level of his professionalism and pedagogical skills, leads a creative search for new things. A comprehensive indicator that characterizes the quality of the performance of its functions is professionalism. The professionalism of the higher school teacher consists in the effective implementation of the system of professional knowledge and skills. The article discusses the features of the development of professional and personal qualities of University teachers.

scholarly journals A Comparison of the General Knowledge and Skills Displayed by Students Participating in International Geopolitical Competitions

2020 ◽  
Vol 10 (9) ◽  
pp. 255
Author(s):  
Piotr L. Wilczyński
Keyword(s):  
Higher Education ◽  
Professional Knowledge ◽  
Subject Area ◽  
General Knowledge ◽  
Knowledge And Skills ◽  
Quality Of Higher Education ◽  
The World ◽  
Material Good ◽  
The Subject

Three years ago, the Polish Geopolitical Society began an initiative focused on students, PHD candidates and interested academic societies, who wished to co-operate in popularizing the subject area of geopolitics. This initiative sought to serve as a forum for such groups and individuals to compete with other interested colleagues and groups from around the world. During the process, students strive to prove their level of professional knowledge, while their teachers assist them in preparing for their best presentations. All participants then meet during the final stages of the competition in order to exchange their experiences. This, in turn, benefits the development of general approaches and methods of study regarding the discipline of geopolitics. The question addressed in this paper then, is how such international competitions can improve the overall skills and knowledge of the subject area at hand among those participating. The importance of this question is underscored by various initiatives undertaken that attempt to measure the quality of higher education. The research presented in this article, then, is based upon interviews with both participants and organizing committee members, which attempt to gauge the experiences and results achieved during such competitions. The results show both the positive and negative aspects of organizing such gatherings. Most certainly, one could draw the conclusion that such events are the most attractive to the most ambitious of students and teachers, who consider education a privilege and as a process, which continues throughout one’s lifetime. Adversely, for those who place education in the same category as a material good, to be bought and sold, such competitions have little appeal especially when focused upon a narrow field of study.

Special Aspects of Innovation Activity of Primary School Teacher

2017 ◽  
Vol 5 (3) ◽  
pp. 35-38
Author(s):  
Беловицкая ◽  
S. Belovickaya
Keyword(s):  
Primary School ◽  
Personal Responsibility ◽  
School Teacher ◽  
Cognitive Activity ◽  
Educational Process ◽  
Innovation Activity ◽  
Primary School Teacher ◽  
Primary School Teachers ◽  
Personal Qualities

The article considers the ability of primary school teachers to improve the quality of school education by introducing innovation activity in the educational process. Requirements for professional knowledge and methodological skills of teacher and innovator, as well as his personal qualities are given. In the particular example the stages of formation at younger schoolboys of educational action as an important component of the innovation teacher are described. The conclusion is made that the degree of personal responsibility of the students for learning process and the learning outcomes of their cognitive activity is largely dependent on the effectiveness of innovative activity of the teacher.

scholarly journals Model Of Diagnostics And Improvement Of Quality Of Preparation For Professional Activity Based On Integration Of Pedagogical And Technical Knowledge

2020 ◽  
Vol 02 (12) ◽  
pp. 107-114
Author(s):  
Jumanov Alisher Asatullayevich ◽  
◽  
Ibragimova Gulzoda Nabievna ◽  
Abduraxmonova Shohidaxon Abduqodirovna ◽  
◽  
...  
Keyword(s):  
Manufacturing Industry ◽  
Professional Activity ◽  
Technical Knowledge ◽  
Standard Description ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Expert Model ◽  
Self Development ◽  
Personal Qualities

In this article the model of diagnostics and improvement of quality of preparation for professional activity on the basis of integration of pedagogical and technical knowledge and its contents are described. Expert model is a standard description that provides successful solutions to emerging problems in the manufacturing industry, defines certain qualities and reflects the professional knowledge and self-development of a professional, and is one of the types of qualifications that are specific to each position and job. professional activities, tasks and responsibilities, personal qualities, knowledge and skills.

The role of the teacher in the organization of the pedaqogical proses

2020 ◽  
Vol 61 (12) ◽  
pp. 109-112
Author(s):  
Atraba Shiraslan Jafarova ◽  
Keyword(s):  
School Teacher ◽  
Professional Culture ◽  
Special Role ◽  
Occupational Culture ◽  
Important Place ◽  
Teacher Student ◽  
Pedagogical Skills ◽  
Personal Qualities ◽  
High Level ◽  
General Culture

Pedagogical professional culture is an integral part of a teacher's general culture, which reflects his personal qualities, reputation, professionalism, pedagogical skills, etc. consists of a set of unifying qualities. Just as professional culture is not possible without a common culture, so the lack of a professional culture is the result of certain gaps in the general culture. Occupational culture can manifest itself in the conditions of realization of these professions, as each group of professions, object of work and subject of labor, which they include, have their own specific features. The tasks facing the profession also include the culture of the profession. In other words, professional culture manifests itself as a high level of fulfillment of the main tasks facing a particular profession or group of professions. If a professional, a specialist performs his / her professional duties professionally, with dignity and honesty, and approaches his / her work with a sense of responsibility for the work he / she performs and embodies himself / herself in this work, it is an indicator of a high level of professional culture. The pedagogical professional culture of a teacher occupies an important place among his professional qualities. Like its didactic, organizational, communicative, constructive, perspective skills and abilities, the pedagogical professional culture has a special role in the field of professionalism, competence and pedagogical skills. Key words: pedagogy, didactics, school, teacher, student, science, education, upbringing, professionalism

scholarly journals L’évaluation formative en écriture

2017 ◽  
Vol 1 ◽  
pp. 109-120
Author(s):  
Louise Bourgeois
Keyword(s):  
Content Analysis ◽  
Formative Assessment ◽  
Professional Knowledge ◽  
Assessment Process ◽  
Student Work ◽  
Knowledge And Skills ◽  
Research Results ◽  
Assessment Decisions ◽  
Generalizability Study

Through the results of a generalizability study, Heritage, Kim, Vendlinski & Herman (2009) show that teachers are better at determining the quality of student work than they are at deciding the next steps in instruction to support learning. The present research starts from this evidence and seeks to better understand the obstacles that limit teachers’ formative assessment decisions in writing. A questionnaire was used to help teachers determine the strengths and areas of need of their students’ work and to plan the next instructional steps to support learning. An individual retrospective interview was also used to better understand teachers’ thinking behind the answers they provided on the questionnaire. Content analysis was used to analyze questionnaire answers and interview transcriptions. Research results show that the formative assessment process is complex and multidimensional and raise fundamental questions regarding teachers’ professional knowledge and skills in this domain.

scholarly journals Оrganization of Independent Work of Students in the Context of Innovation Processes

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 240-249
Author(s):  
Hryhorii Tsibulko ◽  
◽  
Maksym Pshenichny ◽  
Ihor Bozhenko ◽  
◽  
...  
Keyword(s):  
Training System ◽  
Modular System ◽  
Knowledge And Skills ◽  
Self Development ◽  
Important Quality ◽  
Level Of Knowledge ◽  
Personal Qualities ◽  
The Subject ◽  
Independent Work

The article deals with the problem of organizing independent work of students. The methodology of using the organizational management model, its essence, and main advantages in the modular training system are revealed. Individualization of the content of the modular system in accordance with the real needs of each student is a consistent program of self-development. An individual project was proposed, which was formed on the basis of establishing the actual level of knowledge, and skills in a certain field of activity or, if necessary, the development of specific personal qualities. The implementation of the managerial principle of obligation depends on the level of formation of such an important quality of the subject of management as «ability to self-manage». Violation of this principle leads to non-fulfillment of an individual plan, and, as a result, the appearens of the sense of dissatisfaction and the decrease in student activity. The student must learn to change the entire hierarchy of forms of their own activity consciously and purposefully: communication, behavior, activities and experiences. Students were assisted in improving their ability to manage themselves, starting at the stage where the student showed the more sustained interest. The introduction of operational models of operational management makes it possible to reflect the objectivity of the assessment of all types of educational activities, which foreses the creation of conditions under which the existing knowledge and skills are identified as accurately as possible.

scholarly journals Pedagogical Digital Competence—Between Values, Knowledge and Skills

2017 ◽  
Vol 7 (2) ◽  
pp. 43 ◽  
Author(s):  
Jorgen From
Keyword(s):  
Literature Survey ◽  
Digital Competence ◽  
High Quality ◽  
Knowledge And Skills ◽  
Technology Learning ◽  
University Teachers ◽  
Pedagogical Skills ◽  
University Colleges ◽  
New Challenges ◽  
Definition Of

The fact that the education provided by universities and university colleges is becoming ever more digitalized has resulted in new challenges for university teachers in providing high-quality teaching and adapting to the needs of changing student populations. Digitalization has increasingly introduced a new dimension in teachers’ pedagogical skills and competences which we have chosen to call Pedagogical Digital Competence (PDC). The purpose of this paper is to discuss and define this new dimension, based on literature and concepts from neighboring areas. As our purpose is to define a concept, the discussion is of a theoretical nature and does not include a comprehensive literature survey. The discussion results in the following definition of PDC: “Pedagogical Digital Competence refers to the ability to consistently apply the attitudes, knowledge and skills required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students’ learning in the best possible way”. Pedagogical Digital Competence thus relates to knowledge, skills and attitudes, and to technology, learning theory, subject, context and learning, and the relationships between these. PDC is thus a competence that is likely to develop the more experienced a teacher becomes.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

INTERNATIONAL GRANT COOPERATION AS A TOOL FOR THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF UNIVERSITY TEACHERS

2018 ◽  
pp. 4-8
Author(s):  
Milan Chmura
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Professional Education ◽  
European Countries ◽  
International Project ◽  
The Czech Republic ◽  
University Teachers ◽  
Quality Of Higher Education ◽  
Education And Development

The education and development of university teachers have its justifcation and its importance is signifcant not only in the Czech Republic but also abroad. This study provides an analysis of further professional education of university teachers in the Czech Republic and in selected European countries. Subsequently, it presents an international project with participants from the Czech Republic, Ukraine, Slovakia and Poland, which, ultimately, plays a role in the improvement of the quality of higher education.

The Four Branches of the Mabinogi, ed. and trans. by Matthieu Boyd, with the modernization assistance of Stacie Lents. Peterborough, Ont.: Broadview Press, 2017, 119 pp., 5 b/w ill, 1 map.

Mediaevistik ◽  
2018 ◽  
Vol 31 (1) ◽  
pp. 401-401
Author(s):  
Albrecht Classen
Keyword(s):  
Undergraduate Students ◽  
Twelfth Century ◽  
English Translation ◽  
English Version ◽  
Personal Names ◽  
University Teachers ◽  
Link Type ◽  
Welsh Literature

Welsh medievalists have long recognized the canonical quality of The Four Branches of the Mabinogi (late eleventh or early twelfth century), resulting in a long series of editions and translations. William Owen Pughe was the first to offer a modern English translation in 1795. The <?page nr="402"?>recent translation by Will Parker (2005) is available now online at: <ext-link ext-link-type="uri" xlink:href="http://www.mabinogi.net/translations.htm">http://www.mabinogi.net/translations.htm</ext-link>, and I suspect that many university teachers happily rely on this one because of its easy accessibility and clarity of the English version. Now, Matthieu Boyd, who teaches at Fairleigh Dickinson University (Florham Campus, Madison, MD), offers a new rendering, which is specifically targeting undergraduate students. This explains his strategy to modernize the medieval Welsh as much as possible, and to turn this marvelous text into an enjoyable read even for contemporary students, without moving too far away from the original. This modernization was carried out with the assistance of his colleague, the playwright Stacie Lents. This entails, for instance, that even some of the medieval names are adapted. Many times the conservative reader might feel uncomfortable when words and phrases such as “to shit,” “to egg on,” “to nip at the heels,” or “Manawydan & Co” (60–61) appear. The adaptation of personal names is not carried out systematically, but the overall impression of this translation is certainly positive, making the study of this masterpiece of medieval Welsh literature to a real pleasure.

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