scholarly journals Tutorial support of professional and personal development of young specialists

2021 ◽  
pp. 79-93
Author(s):  
Svitlana Boiko
Keyword(s):  
Personal Development ◽  
Educational Institution ◽  
National Level ◽  
Practical Experience ◽  
Individual Characteristics ◽  
Professional Activity ◽  
Joint Work ◽  
Young Specialist ◽  
Young Professionals ◽  
Individual Educational Program

The article analyzes tutoring as a pedagogical phenomenon, a particular type of pedagogical activity, which is aimed at supporting and accompanying a young specialist in the process of their work in the first years of their professional activity. Attention is drawn to the fact that tutoring is aimed at a comprehensive, systematic, holistic, comprehensive, and effective study of individual characteristics of young professionals in order to develop and implement an individual educational program of professional and diverse personal development. The effectiveness of organizational and methodological principles of tutoring of young professionals in the institution of general secondary education of Ukraine according to certain criteria (organizational, motivational, pedagogical-procedural, psychological-procedural, information-technological, methodical-procedural, communicative, and cognitive ones) based on analysis, systematization, and summarizing the results of a pedagogical experiment at the national level on the topic: “Tutoring technology as a means of implementing the principle of individualization in education,” which was held in 2015–2020 (orders of the Ministry of Education and Science of Ukraine as of 15.07.2015 No 764 and as of 04.12.2020 No 1499). It is proved that the tutor (mentoring teacher) does not choose goals for the young specialist but only helps him to see alternative ways to achieve them; assists in the development of necessary personal traits and professional competencies. The results of the research and experimental work showed that a young specialist forms into a professional due to the joint work of a tutor with a young specialist based on the use of tutoring technology and the support of the administration and the psychologist of the educational institution. The tutor creates an educational environment that allows a young specialist to gain new knowledge and skills, helps to solve certain problems in their activities. At the same time, the tutor helps to make the most effective use of various scientific and methodological materials, the Internet, and the practical experience of other young specialists.

scholarly journals The model of students’ cognitive activity in the context of interaction with the world

2019 ◽  
Vol 70 ◽  
pp. 08023
Author(s):  
Rimma Kumysheva
Keyword(s):  
Personal Development ◽  
Cognitive Activity ◽  
Practical Experience ◽  
Professional Activity ◽  
Practical Activity ◽  
Problem Situations ◽  
Learning Tasks ◽  
The World ◽  
Personality Theories ◽  
Development Of Students

A model of students’ cognitive activity in the context of interaction with the world is presented. The model is based on cognitive and humanistic personality theories. The relevance of the model is confirmed by the need to increase personal activity in society in order to manage problem situations in it. The model includes levels of learning tasks, professional activity imitations and solving real problems, which allows consistent professional and personal development of students. The advantages of this model are the continuous students’ interaction with the world, which increases their social and practical activity, as well as the value of education in a changing world. The model will be able to form the students’ ability to correlate their knowledge and practical experience with problems in reality.

scholarly journals EXPENDITURE OF APPLYING THE FUNDAMENTALS OF SELF-MANAGEMENT IN THE PRACTICAL ACTIVITY OF A YOUNG TEACHER

2021 ◽  
pp. 84-90
Author(s):  
V. ISCHENKO
Keyword(s):  
Educational Institution ◽  
Educational Process ◽  
Self Report ◽  
Self Management ◽  
Professional Activity ◽  
Successful Implementation ◽  
Joint Work ◽  
Active Subject ◽  
Young Teacher ◽  
Effective Development

This article reveals the role of self-management in the professional activity of a young teacher, which really appears as a set of managerial influences aimed at himself as an active subject in order to bring his personality to the appropriate state necessary for successful implementation of their activities. It is established that the main goal of self-management is the maximum use of one's own capabilities, conscious self-management throughout life (self-determination) and overcoming external circumstances both at work and in one's own life. It is noted that instead of changing the circumstances, which we are not able to change anyway, we need to change our attitude to them. Therefore, a number of practical recommendations are given for those who want to improve their direct performance of professional functions. It is determined that the process of self-management in terms of the sequence of specific functions covers six phases, which are in a certain interdependence and, as a rule, are carried out in a certain sequence. It is substantiated that self-management in the form of various acts of self-research (self-observation, self-concentration, self-report, self-analysis, self-assessment) is a process of purposeful obtaining by the teacher of information on development of qualities necessary for his effective entering the pedagogical profession. It is established that the need to use management, including self-management, in pedagogy is due to the fact that the entire management system is considered at the level of creating such organizational and psychological and pedagogical conditions that allow for effective development of the educational institution. However, the use of the basics of management was important not only at the level of functioning of the educational institution, but also during the professional activity of the teacher. And so it is emphasized that even a well-structured and well-prepared modern lesson will not be successful if the teacher does not have the skills to manage the class.  Thus, it is noted that the essence of pedagogical activity as a specific form of social management is the use of self-management, which is objectively inherent in each of the participants in the educational process as a sphere of their joint work.

scholarly journals Professional self-improvement of higher military school teachers

2021 ◽  
pp. 22-32
Author(s):  
Oksana Havryshkiv ◽  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Personal Development ◽  
Professional Competence ◽  
Educational Institution ◽  
Cognitive Activity ◽  
Education Institution ◽  
Professional Activity ◽  
Improvement Program ◽  
Professional Self

The article presents the meaning of the concepts of “professional and pedagogical activityˮ, “professional developmentˮ and shows that professional development is a multifaceted process of acquiring and using new knowledge, skills and qualities that are necessary for highly effective implementation of professional pedagogical activity. It is noted that professional development is a process of transforming the teacher’s individuality, aimed at self-improvement and achievement of acmeological peaks in professional activity; the features of professional and pedagogical activity of a teacher of higher military educational institution are singled out in the article. The stages of professional development of a teacher (choice of profession, professional education and training, professional adaptation, professional competence, professionalism, mastery and innovation) are analyzed. It is identified that self-improvement is implemented in two interrelated ways: self-education and personal development. A brief meaningful characteristic of these concepts is offered. The stages of self-improvement of scientific and pedagogical workers are characterized: the stage of self-knowledge (the initial stage of cognitive activity of a person), the stage of creating a personal self-improvement program (formation of goals and ideals for achieving one’s goal), the stage of implementation of self-improvement program (professional development implementation complex), the stage of control and regulation of self-improvement process (evaluation of achieved results). On the basis of theoretical analysis and selected results of the empirical research, the author offers advice for teachers of higher military educational institutions for their professional self-improvement. It is determined that constant improvement of professional skills is an important factor in the professional development of a scientific and pedagogical worker. Keywords: pedagogical activity, higher military education institution, professional development, stages of professional development, self-improvement, self-education, innovativeness.

scholarly journals MOKYKLA, MOKYTOJAS IR RENGIMASIS MOKYTOJAUTI BŪSIMŲ PRADINIŲ KLASIŲ MOKYTOJŲ AKIMIS [SCHOOL, TEACHER AND TEACHER TRAINING FROM THE PERSPECTIVE OF FUTURE PRIMARY TEACHERS]

2016 ◽  
Vol 8 (3) ◽  
pp. 98-105
Author(s):  
Rita Makarskaitė-Petkevičienė
Keyword(s):  
Primary Education ◽  
Personal Development ◽  
Teaching Practice ◽  
School Teacher ◽  
Educational Institution ◽  
Primary Teachers ◽  
Practical Experience ◽  
Education Experience ◽  
Study Programme ◽  
Teacher Assistant

Students of the study programme of Primary Education experience what it means to be a teacher as early as first years of their studies. Their practical pedagogical studies (30 credits) consist of a 3-part teaching practice: Practice of Teacher Assistant; Teaching Practice under Supervision of Mentor and Independent Teaching Practice. The article discusses Teaching Practice under Supervision of Mentor-1, which was completed by the students in Semester 5. During their teaching practice the students observe lessons delivered by teachers and analyse them, teach lessons themselves, participate in activities of non-formal educational activities, familiarise with the school and its traditions, learn about support to school learners provided by the specialists working in the school and help school learners facing learning difficulties. The article presents the case of Vilnius Pranas Mašiotas Primary School, where 5 third year students of the study programme of Primary Education had their teaching practice. The analysis of practice diaries allows to reveal how teachers to be evaluate an educational institution and people working there, what they think about their own competency, personal development, how they obtain practical experience and what challenges they face during their teaching practice. Key words: pedagogical studies, pedagogical internship, primary education.

scholarly journals ROLE OF THE EXTRACURRICULAR WORK IN THE PROFESSIONAL TRAINING PROCESS OF FUTURE LINGUIST

2021 ◽  
pp. 148-157
Author(s):  
Наталья Александровна Ляшенко ◽  
Жанна Викторовна Марфина
Keyword(s):  
Foreign Language ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Institution ◽  
Practical Experience ◽  
Point Of View ◽  
Project Work ◽  
Professional Activity ◽  
Educational Work

Рассматриваются основные цели и задачи внеаудиторных мероприятий, особенности их проведения, требования к ним, а также роль внеаудиторной работы в процессе подготовки будущего лингвиста. Систематизирован теоретический и практический опыт внеаудиторной работы в современном учебном заведении, приводятся примеры авторских разработок внеаудиторных мероприятий, проектной работы студентов. Приводится анализ внеаудиторной воспитательной работы по иностранному языку с точки зрения совместного творчества преподавателя и студентов. Определяется сфера профессиональной деятельности будущего лингвиста. Отмечается важность внеаудиторной работы в повышении уровня культуры студентов и повышении мотивации студентов к изучению иностранного языка. Предлагается совершенствовать уже известные формы внеаудиторной работы для повышения эффективности и мотивации изучения иностранного языка студентами. The main goals and objectives of extracurricular activities, the features of their implementation, requirements for them, as well as the role of extracurricular work in the process of preparing a future linguist are considered. The theoretical and practical experience of extracurricular work in a modern educational institution is systematized; an examples of author's developments of extracurricular activities and students’ project work are given. The analysis of extracurricular educational work in a foreign language from the point of view of joint creativity of the teacher and students is given. The sphere of professional activity of the future linguist is determined. The importance of extracurricular work in raising the level of students' culture and in increasing the motivation of students to learn a foreign language is noted. It is proposed to improve the already known forms of extracurricular work to increase the efficiency and motivation of students learning a foreign language.

scholarly journals Interaction of rural schools and families in the works of S. A. Rachinsky

2021 ◽  
Vol 3 (9) ◽  
pp. 51-61
Author(s):  
Lyudmila A. Gritsay ◽  
Keyword(s):  
Rural Schools ◽  
Parental Behavior ◽  
Family Members ◽  
Practical Experience ◽  
Individual Characteristics ◽  
Rural Environment ◽  
Professional Activity ◽  
Raising Children ◽  
The Individual ◽  
Future Work

The article analyzes pedagogical ideas and practical experience in organizing the interaction of rural schools and families, proposed in the works of famous teacher-innovator Professor S. A. Rachinsky. The possibilities for such interaction proposed in the works of the teacher are studied, a comparative analysis of the ideas of Rachinsky and the official doctrines of the Ministry of Public Education is carried out, the peculiarities of the implementation of the ideas of the teacher in practice are indicated, which provides for taking into account the individual characteristics of teaching and raising children from a peasant environment in a rural boarding school with the organization of practice-oriented labor education of trainees, as well as the formation of their knowledge, skills and abilities in the field of certain types of professional activity, focused on their future work in rural environment. It is indicated that thanks to Rachinsky's activity, the ideas of humanistic upbringing of children based on national traditions penetrated into the environment of the peasantry, which for centuries maintained conservative ideas about family upbringing of children, which assumed a strict hierarchy of child-parent relationships, reliance on community values, authoritarian style of parental behavior and recognition of the need for unconditional subordination of children to the will of their parents. Broad socio-cultural and educational activities of S. A. Rachinsky in rural environment, the opening of schools by him contributed to the formation of a new type of relationship between older and younger family members based on mutual respect and recognition of the child's right to realize his personal potential in society, thereby in a certain way humanizing the relationship between older and younger family members.

Formation of Mental Operations of Senior Preschoolers in the Group of Short-Term Stay at a Preschool Educational Institution

2021 ◽  
Vol 21 (2) ◽  
pp. 203-213
Author(s):  
Liudmila I. Lashmaikina ◽  
Natalia E. Kuleshova
Keyword(s):  
Cognitive Abilities ◽  
Personal Development ◽  
Structural Model ◽  
Educational Institution ◽  
Practical Experience ◽  
Educational Process ◽  
Social Adaptation ◽  
Wilcoxon Test ◽  
Short Term ◽  
Mental Operations

Introduction. At the present stage of the development of the Russian education system, along with the tasks of teaching and developing children cognitive abilities is the task of their social adaptation. The solution of this problem largely depends on the teacher, who contributes to personal development at a preschool educational institution. It is obvious that one of the criteria for the quality of social training of older preschoolers can be the degree of their mental and speech activity. Materials and Methods. The results of the study (adequate for its subject), are presented: the analysis of scientific literature, observation, psychodiagnostics methods (tests, conversations), experimental methods, mathematical and statistical methods (the Mann – Whitney test, the Wilcoxon test). The development of the authors educational and game tasks (“Sly Butterflies”, “Talking Fish”, “Confusion”, “Dunnos Letter”, “Find a Photo”) for the formation of mental operations of older preschoolers has become one of the real prerequisites for updating contents of the educational process at a preschool institution. Results. The article presents the results of the study, which are related to the intensification of the educational process in the aspect of the formation of mental operations of older preschoolers at preschool institutions, with the development of a structural model of the mental operations of older preschoolers. Discussion and Conclusion. The expected effect of the implementation of the model of formation of mental operations of older preschoolers in the group of short-term stay of a preschool educational institution is the level of their preparation for school and social adaptation general. The proposed provisions and conclusions create prerequisites for further study of the phenomenon – the formation of mental operations, preschool children in the methodological, content and organizational plans, and the practical experience of implementing this model can be used in the planning and organization of the educational space of a preschool institution.

scholarly journals MULTIDIMENSIONAL CHARACTERISTICS OF TEACHER’S PROFESSIONAL COMPETENCE- CHALLENGE AND PERSPECTIVES DURING EDUCATION TRANSFORMATION PROCESS

2021 ◽  
Vol 2 ◽  
pp. 244-252
Author(s):  
Pāvels Jurs ◽  
Inta Kulberga
Keyword(s):  
Research Methods ◽  
Professional Competence ◽  
National Level ◽  
Transformation Process ◽  
Individual Characteristics ◽  
Theoretical Research ◽  
Professional Activity ◽  
Learning And Teaching ◽  
Theoretical Approaches ◽  
Competence Structure

The issue of teacher’s professional competence is multidimensional and multifaceted, it depends on several aspects, including educational policy, system implemented in every country and the particular educational establishment, which the educator works for. Being aware of the current pedagogical reality, challenges of the education system, pupils’ needs and manifold learning and teaching strategies, educators need knowledge, skills and experience of different levels formed for each particular individual in combination of education and experience with their physical, psychological and mental abilities. The goal of the article is to identify the structure of teacher’s professional competence being conscious of the theoretical and normative framework on the international and national level. In the article the theoretical research methods (method of comparison and critical thinking) and empirical research methods (data collection and document analysis) have been applied. In the society, educational institutions, also being aware of the transformation process in the education content and branch, there is a demand for teachers with a high level of professional competence. Education policy makers have set a very broad and extensive professional competence standard, which includes in itself both aspects related to the professional activity and individual characteristics, features and values. At the same time, there are various theoretical approaches which describe the framework of teacher’s professional competence and its multidimensional characteristic. The authors of the article have identified general knowledge, skills and attitude, as well as pedagogical knowledge, skills and attitude in the framework of the teacher’s professional competence structure.  

scholarly journals Exploring the Effective Factors on Fires Related Injuries in Residential Buildings Inhabitants: Findings from a Paradigm Model

2020 ◽  
Author(s):  
Mohammadreza Shokouhi ◽  
Kadijeh Nasiriani ◽  
Ali Ardalan ◽  
Davoud Khorasani-Zavareh
Keyword(s):  
Grounded Theory ◽  
Residential Buildings ◽  
National Level ◽  
National Policy ◽  
Practical Experience ◽  
Individual Characteristics ◽  
Community Safety ◽  
Depth Information ◽  
Theory Approach ◽  
Residential Areas

Abstract Background Fires is one of the most important hazards leading to human casualties as well as financial losses in the world, mostly in low- and middle- income countries. This study aims to provide in-depth information on fires in residential buildings and explain the safety process against fires in Iran. Methods This study has a qualitative study design using a grounded theory principle, recommended by Strauss and Corbin, and using the Paradigm Model. The data were collected via in-depth interviews with 27 participants, including injured patients, health professionals, firefighters and other stakeholders in Iran, who have practical experience or theoretical knowledge about management and action after fires. Data were analyzed based on a grounded theory approach, using the Paradigm model. Results Synergistic building safety deficiency and qualitative relief defects were identified as the center of this study. This reflects participants' experience essence on the barriers to preventing fires related injuries in residential areas in Iran. These issues are debatable at various levels, from local and national policy to individual characteristics and behaviors of people and inhabitants of residential buildings against fires. Conclusions The safety of building’s occupants requires the improvement of many factors at the local and national level. Safety construction of buildings, urban infrastructure and public education should be taken into consideration to promote community safety.

scholarly journals INCLUSIVE EDUCATION ORGANIZATION AT THE NATIONAL LEVEL

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Liliia М. Potapiuk ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
National Level ◽  
Educational Needs ◽  
Educational Environment ◽  
Individual Characteristics ◽  
International Standards ◽  
Special Educational Needs

The article examines organizational issues of the inclusive education implementation in Ukraine. The level of the society civilized development depends on its attitude to humans as the highest value based on respect, tolerance, a sympathetic treatment of everyone, and especially of people with special needs. The study argues that inclusion in Ukraine is being implemented in accordance with the international standards and universal values. Emphasis is placed on the «child-centered» education system, where a holistic approach dominates. It ensures the realization of equal rights and opportunities for everyone and provides equal access to quality education. The main terms for the strategy development from institutionalization to inclusion are: ensuring the right and possibility to choose an educational institution and curriculum according to child’s individual characteristics; implementing children’s achievement stimulation in various fields of activity; ensuring their socio-pedagogical protection, recognition of their rights and freedoms; inclusive competence of the scientific and pedagogical workers and applicants. Inclusive higher education ought to be developed on the principles of dialogue in the framework of partnership pedagogy, subject-subject relationships within a healthy educational environment, and the principles of coexistence, mutual sovereignty, free co-development, unity, and decision-making. The article provides scientifically-grounded information about the main components of teacher training necessary for working with students with special educational needs (motivational, cognitive, creative, activity-based), the principles of teachers’ activity aimed at ensuring the effectiveness of the correctional and developmental measures. The emphasis is laid on the analysis of the system of correctional, preventive, and developmental tasks, unity of diagnosis and corrective measures, corrective methods, the set of psychological influence methods, taking into account the age and individual characteristics of students, and active involvement of the immediate social environment. Among the most important issues highlighted in the article are the problems occurring during the organization of inclusive education and its support. The study findings substantiate the significance of the preventive measures system helping to increase the efficiency of the corrective work during the inclusive education implementation at higher education institutions. An inclusive model of educational space implies a comprehensive approach that includes a system of educational services, namely an adaptation of curricula and plans, physical environment, innovative teaching methods and forms, use of the existing social resources, the involvement of parents, and cooperation with specialists to provide qualified services to people with special educational needs, and creating a comfortable educational environment. The main idea of the inclusive approach to education is that it is not the individual, who should adapt to social or social-economic relations, but society should create suitable conditions to meet the special needs of each and every individual.

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