Features of professional development of students with different levels of responsibility

2021 ◽  
pp. 133-142
Author(s):  
И.В. Мешкова
Keyword(s):  
Professional Development ◽  
Time Management ◽  
Emotional Regulation ◽  
Professional Training ◽  
Russian State ◽  
Important Quality ◽  
Diagnostic Complex ◽  
The Individual ◽  
Development Of Students

В статье рассматриваются вопросы личностного развития студентов на этапе профессиональной подготовки в вузе. В частности, формирование у них ответственности, которая является важным профессиональным качеством педагога. Цель исследования — выявление особенностей профессионального развития студентов с низкими и высокими показателями «ответственности», которые отражают уровень социальной зрелости личности. Низкие показатели «ответственности» человека свидетельствуют о его «легкомысленности»: в своих решениях и поступках он руководствуется скорее сиюминутными побуждениями, чем чувством долга. Часто такой человек недооценивает значимость некоторых ситуаций, требующих серьезного подхода. Высокие значения присущи самостоятельному человеку, готовому нести ответственность за свои решения и поступки. В работе также представлены результаты тестирования студентов филиала Российского государственного профессионально-педагогического университета в городе Нижний Тагил, проведенного с использованием компьютерного диагностического комплекса «Профкарьера». Статистически подтверждено, что студенты с низкими показателями «ответственности» в большей степени склонны к коммуникативной и инновационной деятельности, им следует развивать навыки самоорганизации и эмоциональной регуляции. Студенты с высокими показателями «ответственности» более склонны к управленческой и аналитической деятельности, им рекомендуется овладеть приемами тайм-менеджмента и развивать умение управлять другими людьми. The article deals with the issues of an individual’s professional development at the stage of professional training at a university. It is noted that being responsible is a vital principle and a professionally important quality of a teacher. The study aims to identify the characteristics of the professional development of students with low and high indicators of “responsibility”, which reflect the level of social maturity of the individual. Low indicators of “responsibility” characterize a person as “frivolous” who is guided by momentary motives rather than by a sense of duty in his decisions and actions. Often such a person does not take some situations that require a mature approach seriously. High values characterize a person as independent and ready to take responsibility for their decisions and actions. The students of the Russian State Vocational Pedagogical University branch in the city of Nizhny Tagil testing results, carried out using the computer diagnostic complex “Profkaryera”, are presented. It is statistically confirmed that students with low indicators of “responsibility” are more inclined to communicative and innovative activities; they should develop self-organization and emotional regulation skills. Students with high scores of “responsibility” are more inclined to administrative and analytical activities; they are encouraged to master time management techniques and develop the ability to manage other people.

ПСИХОЛОГО-ПЕДАГОГІЧНІ ОСОБЛИВОСТІ ПРОФЕСІЙНОГО НАВЧАННЯ СОЦІАЛЬНИХ ПРАЦІВНИКІВ

1970 ◽  
Vol 6 (1) ◽  
pp. 232-241
Author(s):  
Марина Лапіна
Keyword(s):  
Professional Development ◽  
Social Workers ◽  
Professional Education ◽  
Vocational Training ◽  
Professional Training ◽  
Professional Competence ◽  
Personality Development ◽  
Educational Process ◽  
The Future

Статтю присвячено проблемам професійного навчання соціальних працівників, зокрема розглянуто психолого-педагогічні аспекти процесу підготовки висококваліфікованих фахівців. Зазначено що в професійній психології та педагогіці набуває поширення компетентнісний підхід до сучасної освіти. Акцентовано увагу на особистісно-орієнтованому та психолого-акмеологічному напрямках професійної освіти та навчання. Особистісні якості фахівця розглядаються як метапрофесійні компетенції, що забезпечують якість праці майбутнього соціального працівника. На основі аналізу специфіки підготовки фахівців соціономічних професій окреслено загальні напрями формування професійних компетенцій соціальних працівників: пріоритет професійно-особистісного розвитку для досягнення високого рівня професіоналізму фахівця; формування психологічної, особистісної та рефлексивної компетентності; практична зорієнтованість процесу навчання. Розглянуто методи та технології активного формування психологічної та особистісної компетентності фахівця в процесі професійного навчання, а саме методика контекстного (знаково-контекстного) навчання та психолого-акмеологічні методи та процедури професійного розвитку. Стверджується, що включення до навчального процесу інноваційних, заснованих на взаємодії педагога та учня, психолого-педагогічних технологій активного навчання має формувати особистісні зони розвитку майбутніх фахівців, удосконалювати способи та засоби професійного становлення, що значно підвищує якість професійного навчання соціальних працівників. The article deals with the problems of vocational training of social workers. They are particularly considered with psychological and pedagogical aspects of training highly qualified specialists. It specifies that competence-based approach to modern education gets spreading in the professional psychology and pedagogy. The article is accented on personality-oriented and psycho-akmeological directions existing in the psychology of professional education and training. Personal qualities of the professional are considered as metaprofessional competences which ensure the future social worker’s quality of work. The general directions of formation professional competence of social workers are identified on the base of the analyses of the specific professional training socionomic professions: priority of vocational and personality development for achievement a high level of professionalism; formation of the psychological, personal and reflective competence; practical orientation of the learning process. The methods and technologies of active formation of psychological and personality’s competence of the specialist during the vocational training are reviewed in the article, specifically the method and technique of signed-contextual learning and psycho-akmeological methods and procedures of professional development. It is alleged that the inclusion in the educational process of preparation innovational, psychological and pedagogical techniques of active learning, based on the interaction between the teacher and the student, should generated personal’s development zones of the future professionals, refine the methods and means of the professional development that significantly improves the quality of social worker’s professional training.

Survey Research and Analysis of the Educational Program „Office Business and Documentation Management“, Based on the Content of Module I.: Professional Training in the Croatian State Archives

2020 ◽  
Vol 2020 (2) ◽  
pp. 385-305
Author(s):  
Lana Žaja ◽  
Keyword(s):  
Professional Development ◽  
Survey Research ◽  
Educational Program ◽  
Professional Training ◽  
Educational Programs ◽  
Records Management ◽  
Quality Of Teaching ◽  
State Archives ◽  
Insight Into

The article provides a survey of conducted educational programs „Office administration and records management", based on the content of module I. of the professional training in the Croatian State Archives (hereinafter referred to as HDA), which were held in the period from February 2016 to February 2019. The reason for choosing this exact period lies in the fact that since February 2016 a systematic distribution of anonymous polls to all the participants has begun and those polls have served as a basis for creating a compilation of statistical reports and analysis of data obtained from them. Anonymous polls were first experimentally distributed to participants in November 2015, and they were computer processed to serve as a model of experimentally conducted research based on the content of the module I of professional development in HDA. Survey research covers a period of 36 months, in which 10 courses in the period from February 2016 to February 2019 were held, with a total of 417 participants from all over Croatia. This article is conceptually structured according to the methodology which deals with survey research with a help of statistical methods, and the obtained results aim to improve the quality of teaching, to complete teaching materials and improve the insight into the final outcome of the course and the competencies that participants acquire at the end of the course.

scholarly journals DEVELOPMENT OF INNOVATIVE POTENTIAL OF STUDENTS IN THE EDUCATIONAL PROCESS

2021 ◽  
pp. 137-142
Author(s):  
Наталья Анатольевна Буравлева
Keyword(s):  
Professional Training ◽  
Individual Characteristics ◽  
Educational Process ◽  
Main Principle ◽  
Systematic Analysis ◽  
Research Activities ◽  
Innovative Potential ◽  
Personal Competencies ◽  
The Individual ◽  
Development Of Students

Изменения, происходящие в обществе, усложнение профессиональных задач делают актуальным запрос к высшими учебными заведениями о подготовке специалистов к инновационной деятельности. Для развития инновационного потенциала студентов современный образовательный процесс в высшем учебном заведении должен иметь личностно-профессиональную направленность. Значимым фактором развития инновационного потенциала студентов является образовательная среда и психолого-педагогическое сопровождение образовательного процесса. Changes in society, the complexity of professional tasks actualize the request to universities to train specialists who are ready for innovation. To develop the innovative potential of students, the modern educational process in universities should be focused not only on the professional training of students, but also on the development of personality. Innovative activities, solving creative tasks to create new products and technologies require active work of the intellect, motivation and will, and this stimulates the development and selfdevelopment of a person. An important factor in the development of innovative potential of students is the educational environment. The functioning of this environment should be based on a systematic analysis of the object, subject, processes, and conditions of innovative development. In addition, it is important to determine the criteria for the effectiveness of the innovation environment, as well as to implement the principle of ensuring the continuous development of students. For the development of innovative potential, it is necessary to use psychological and pedagogical support of the educational process. The main principle of psychological and pedagogical support of the educational process is to take into account the individual characteristics and capabilities of students, the development of their resources. Psychological and pedagogical support of the educational process should be aimed primarily at the actualization of personal competencies that determine innovative activity. For the development of innovative potential, students should participate in the choice of an individual educational trajectory, show educational initiatives and implement them in research activities.

scholarly journals Education and Professional Development Training of Methodologists: Based on the Research Materials

2018 ◽  
Vol 67 (5) ◽  
pp. 571-579 ◽  
Author(s):  
Maria I. Akilina
Keyword(s):  
Professional Development ◽  
Russian Federation ◽  
Professional Training ◽  
Subsequent Development ◽  
Educational Status ◽  
Training Strategy ◽  
Russian State ◽  
Professional Development Training ◽  
The Russian Federation ◽  
State Library

The article is devoted to the results of the research “Personnel of Methodologists of the Central Libraries of the Subjects of the Russian Federation”, conducted by the Center for Research on the Development of Libraries in the Information Society of the Russian State Library in 2017. The article presents the results of one of the aspects of the study related to the problems of education and professional development training of employees of methodical services of the Central Libraries of the Russian Federation. 97,9% employees of the methodical divisions have higher education that demonstrates high educational status of the methodical personnel. At the same time, almost one third of the staff does not have the specialized library training. Non-core education is represented by various disciplines, mainly of humanitarian area. Participants of the research also noted the discrepancy between the education of graduates of library qualification and modern requirements of methodical activities and the great need for continuous professional development training of staff of specialized methodical units. The author studied participation of methodologists in the activities of the professional development system, as well as the topics of these activities. There were almost no training events organized specifically for methodologists, and their participation in the numerous training events was not systematic. The analysis of educational needs of methodologists showed the greatest deficiency of events on legal subjects and organization of methodical activities. The results of the study are important for the subsequent development of the professional training strategy and system of professional development training of the personnel of methodical services.

scholarly journals IMPLEMENTATION OF PEDAGOGICAL CONDITIONS OF FORMATION OF READYNESS FOR PROFESSIONAL SELF-DEVELOPMENT OF FUTURE TEACHERS OF MUSICAL ART

2021 ◽  
pp. 51-58
Author(s):  
Tetiana Ageykina-Starchenko ◽  
Natalia Chorna
Keyword(s):  
Professional Training ◽  
Music Teachers ◽  
Cognitive Activity ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Self Development ◽  
Professional Self ◽  
Comparison Of The Results ◽  
Development Of Students

The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeological positions; implementation of competence approach to professional training of future music teachers based on pedagogical innovation; enrichment of creative potential of students in the process of involving in artistic and educational activities.The article substantiates experimentally tested methods of introducing pedagogical conditions for the formation of readiness for professional self-development of future music teachers, which include the value-motivational stage (development of the motivational component of readiness for professional self-development of students), cognitive-activity stage (formation of competence for professional self-development of future music teachers), creative stage (creation of conditions for maximum creative self-realization).It proves that the implementation of the proposed methods of implementation of educational conditions for the formation of readiness for professional self-development will significantly improve the quality of training of future music teachers. This conclusion is based on the comparison of the results of the control and experimental groups, as well as on the processing and generalization of the results. Keywords: pedagogical conditions, formation, realization, professional self-development, future teachers of musical art, approaches, methods, level of readiness.

scholarly journals NETWORK COMMUNICATION IN THE PROFESSIONAL TRAINING OF STUDENTS: ORGANIZATION OF EXTRACURRICULAR ACTIVITIES

2021 ◽  
Vol 23 (76) ◽  
pp. 23-28
Author(s):  
A.S. Kuznetsov ◽  
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Training ◽  
Educational Process ◽  
Network Communication ◽  
The Social ◽  
Information And Communication ◽  
Leading Enterprises ◽  
The University

The need to specify the types and forms of communication between the subjects of the educational process in the university is becoming acute. In the current situation and the challenges to institutions of higher education, among them - requirements for quality of training, a change in the students, the competition of universities, the implementation of the educational process in the new, rapidly changing environment; acquiring new personal current practices underutilized in education. This practice is network communication. The universality of interaction, the multiplicity, the diversity of levels, the extreme complexity of representation, put forward problems becomes important. Today, in the social world, interaction acquires special, new characteristics due to the specifics of the interacting forces. And above all, when the bearer of these forces is the person himself, the social subject acting and projecting his own actions. The research studies consider the technologies of interaction of students at different stages of professional development. Therefore, the problem of involving students in new educational and social practices on the basis of network interaction resources – resources used in everyday life-is becoming more relevant. To build an individual trajectory of professional development in the Samara region, an information and communication system "Student and Trud" is being developed, which will become a resource for networking between students and leading enterprises of the Samara region.

scholarly journals The Influence of Teacher Performance Appraisal and Development Implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya

2021 ◽  
Vol 2 (6) ◽  
pp. 34-44
Author(s):  
Kimeli Matthew Chirchir ◽  
Solomon Letangule
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Performance Appraisal ◽  
Secondary Students ◽  
Time Management ◽  
Professional Training ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Primary Data ◽  
Validity And Reliability

The study sought to assess the influence of teacher performance appraisal and development implementation on the Secondary Students’ Examination Scores in Public Schools in Kenya. The study specifically sought to determine the extent to which the appraisal of Teacher knowledge and application, appraisal on professional development of teachers and the appraisal of teachers' time management on Secondary Students’ Examination Scores among public schools in Kenya. Optimizing descriptive cross-sectional survey research design, the study targeted all secondary school teachers in Kenya. The study adopted a simple random sampling technique using a ratio of 3:1 to ensure all the 200 schools were given a fair chance to participate in the study; further, a purposive sampling technique was also used to identify key informants. Primary data was collected through an online structured questionnaire. Qualitative and quantitative analysis was done by use of descriptive and inferential statistics respectively. The study concluded that appraisal of teachers' continuous professional development, appraisal of teachers' knowledge and application and the appraisal of teachers' continuous time management greatly influences their performance hence improving students' academic performance. The study recommends the enhancement of TPAD during the next review phase to embrace and connect parameters in the appraisal tool and students’ examination scores. Further, TSC in liaison with the ministry of education and the respective school principals should take deliberate effort to plan and set aside funds to enhance professional training, workshops, seminars, and conferences through which the teachers will be enlightened on how to enhance their professional knowledge and application while considering independent evaluators to enhance credibility, validity and reliability of teacher rating.

scholarly journals Development of creativity in the continuous education of a designer

2020 ◽  
Vol 78 (4) ◽  
pp. 52-57
Keyword(s):  
Architectural Design ◽  
Creative Potential ◽  
Continuous Training ◽  
Educational Activities ◽  
Continuous Education ◽  
Modern Methods ◽  
Important Quality ◽  
Single Method ◽  
The Individual

The article analyzes modern methods and approaches for developing each student's professionally important quality of designer-creativity in the process of organized continuous educational activities. At the same time, it is assumed that the use of a single method of developing the creative and creative potential of the individual at all stages of continuous training in architectural design ensures its continuity.

scholarly journals MOTIVATION OF THE PROFESSIONAL DEVELOPMENT OF PRESCHOOL TEACHERS AS A CONDITION FOR IMPROVING THE QUALITY OF PRESCHOOL EDUCATION IN THE CONDITIONS OF EUROPEAN INTEGRATION

2021 ◽  
Vol 2 (36) ◽  
pp. 71-76
Author(s):  
Y. Volynets
Keyword(s):  
Professional Development ◽  
European Integration ◽  
Information Technologies ◽  
Professional Training ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Education Institution ◽  
Educational Process ◽  
The Uk

Improving the quality of education in preschool education institution is a socially significant problem of nowadays, which faces pedagogical science and practice. Today, pedagogical education is a means of self-development andself-realization, whichchangesthegoalsofeducation, itsmotives, forms, methods, andtheroleofthepreschool teacher. And the purpose of pedagogical education is high-quality training of highly qualified and competitive pedagogical staff for the entire field of education, able to masterfully carry out professional activities and be able to use modern information technologies. One of the tasks of modern pedagogical education is the formation of a person with an innovative type of thinking, pedagogical culture, and developed readiness for innovative activities, professional in his field. Only the active life position of a preschool teacher, improving his professional skills will help him ensure one of the most important rights of students — the right to quality education. There are many facts that affect the quality of pedagogical education: material and technical support of the educational process, information and methodological, financial, etc., but the most important thing is the staffing of teachers in the educational process, who have professional competencies, information technology and apply them in the educational process of the preschool education institutions. The article analyzes the problem of motivation of professional development of preschool teachers as a condition for improving the quality of preschool education in the context of European integration. The concepts of «postgraduate education», «continuing preschool education», and«pedagogicalexcellence» are defined. The article substantiates the need of a comprehensive study of the experience of professional training of preschool teachers in the UK and its use to create an effective system of pedagogical education in Ukraine, also presents the features of the model of pedagogical education in the UK.

scholarly journals Development of students' communicative culture in the context of artistic practices

2021 ◽  
Vol 5 (S4) ◽  
pp. 1070-1084
Author(s):  
Svitlana Derkach ◽  
Myroslava Melnyk ◽  
Volodymyr Fisher ◽  
Mykola Krypchuk ◽  
Oleh Chystiakov
Keyword(s):  
Practical Importance ◽  
Well Being ◽  
A Value ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Artistic Image ◽  
Emotional Level ◽  
Development Of Students

The relevance of the research is conditioned upon the problem of developing a communicative culture among students, considering the influence of the artistic component, both its professional part and the social one, explained by the introduction of the presented artistic image into the life of the younger generation. The purpose of the article is to develop a model for the development of communicative culture among students. The leading method to investigate this problem is the B.I. Dodonov method, studying the emotional, motivational component of the personality, considering the emerging emotional background as a value on which the health and quality of life of a person depend. Depending on being in a certain artistic component, an individual has various experiences at the psycho-emotional level, which form a motivational environment for perceiving the world and the course of personal actions based on getting into various life situations. This model, based on artistic practices, creates conditions for the holistic development of the individual, aimed at preserving psychological and physical health, both personal and others, which is of practical importance for the education and well-being of society.

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