Professional Consciousness as a Subjective Component of a Personal Professional Development

2021 ◽  
Vol 9 (5) ◽  
pp. 536-545
Author(s):  
Svitlana M. Avramchenko ◽  
◽  
Iryna V. Ievtushenko ◽  
Yevheniia M. Kaliuzhna ◽  
Viktoriia V. Levchenko ◽  
...  
Keyword(s):  
Professional Development ◽  
Career Guidance ◽  
Professional Competence ◽  
Educational Process ◽  
Professional Activity ◽  
Single Process ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The study discusses the professional development of the individual, which is a multi-faceted process. The relevance of this work is defined by development trends that radically change the essence of professions on the labour market and require an understanding of the role of career guidance and professional self-determination as a single process throughout the entire working life of an individual. The study aims to investigate professional consciousness as a subjective component of professionalism and consider the algorithm for the development of professional self-consciousness in society. The study covers the main stages of professional development of the individual as a single process. The analysis of documents (monographs, websites, statistics, academic papers, and textbooks) was the objective method for the study. The study researched and systematised the leading approaches to discovering personal potential based on the collected material and identified all types of professional competence using the analysis method. As a result, the definition of factors of professionalism creates mental models of professional activity and the professional self-consciousness of the individual. The practical value of the study discussed and analysed the stages of development and establishment of a professional individual is implementing the results in the educational process and using the provided recommendations for creating a personal programme for mastering the course on the psychology of personality and professional development.

scholarly journals PEDAGOGICAL ACMEOLOGY-BASED DEVELOPMENT OF SOCIO-PROFESSIONAL MATURITY IN THE PROCESS OF MASTER'S TRAINING

2021 ◽  
Vol 2 (46) ◽  
Author(s):  
S. O. Danylov
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Ideal Model ◽  
Self Development ◽  
The Future ◽  
Professional Self

In the article the author shows the peculiarities of the development of socio-professional maturity of the future pedagogue in the context of pedagogical acmeology. Therefore, there is an urgent need to optimize the process of professional training of future lecturers on the basis of a new methodology that would combine personal and professional development in the educational process, direct professional self-determination and self-improvement of the future specialist, promote their self-realization and professional development. We believe that the process of professional training of future pedagogues should be based on the developed acmeogram and professiogram, model the professional and personal development of the specialist in accordance with the content and objectives of professional activity. This will not only direct the process of professional training to a certain ideal model of the specialist, but also to actualize the professional self-determination and self-development of the future pedagogue.Key words: future pedagogue, activity, personality, self-determination, self-improvement, acmeology.

scholarly journals Personal and professional development of additional education teacher in the course of methodological work

2021 ◽  
Vol 98 ◽  
pp. 04014
Author(s):  
Zhanna Chaykina ◽  
Mariia Mukhina ◽  
Marina Gruzdeva ◽  
Olga Cherney ◽  
Olga Golubeva
Keyword(s):  
Professional Development ◽  
Development Strategy ◽  
Professional Competence ◽  
Action Plan ◽  
Educational Organization ◽  
Education Teacher ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
Additional Education

The contemporary development strategy of Russian education puts forward several requirements for the system of additional education for children and teachers engaged in this field. The teacher must have the ability to self-development and self-improvement, be engaged in creative and innovative activities. The authors note that in the current conditions, the teacher must choose the only correct trajectory of professional advancement that will lead to the achievement of the desired results. The individual trajectory of personal and professional development of a teacher can be represented as a trajectory of professional self-development and self-improvement of a teacher of additional education in the course of teacher’s methodological work. The purpose of the current research is to develop, theoretically substantiate, and experimentally test the program for implementing an individual trajectory of personal and professional development of additional education teacher in the course of teacher’s methodological work. Implementation of individual trajectories of personal and professional development of additional education teachers in the educational organization involves the development of a specific action plan of the heads of departments, educational and methodological service of the institution, as well as very additional education teachers. The tasks of the educational and methodical service of an educational organization in this process are aimed at encouraging teachers, attracting them to innovative activities, various types of methodological work, and providing pedagogical and methodological support. The use of individual trajectory of personal and professional development in the course of organizing methodological work in the educational organization of additional education contributes to an increase in the professional competence of teachers as well as the development of their interest in this process.

scholarly journals «Acme» as a Peak of Personal and Professional Development of a self-Actualizing Personality

2013 ◽  
Vol 2 (2) ◽  
pp. 129-134
Author(s):  
Elena Samal ◽  
Keyword(s):  
Professional Development ◽  
Achievement Motivation ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Competence ◽  
Psychological Services ◽  
Professional Activity ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self

The article discusses the problem of self-actualization of a personality in its professional activity and achieving the peak of its personal development. Based on the analysis of various psychological theories and concepts it is shown that achieving of “acme” by a personality is based on the desire to grow and develop professionally or on its desire for self-actualization. Self-actualization can be better seen during the periods of professional crisis, which activate the processes of professional self-determination of a personality. One of the types of crisis is the transition from the level of normative requirements to the level of professional competence. Judging by the example of results of some investigations it is proved that there are differences in attitude to profession and desire to grow and develop professionally in people with working experience under and over 5 years, which can be conditioned by the crisis mentioned above. The applied aspect of the problem under study can be realized in counseling practices of psychological services connected with professional growth, by HR professionals, with the aim of promotion and professional growth of employees, and in development of programs for development and harmonization of internal and external conditions for self-actualization of a person. Key words: self-actualization, potential, professional self-actualization, acme, professional development, professional crisis, achievement motivation, career orientations.

scholarly journals CURRENT REQUIREMENTS FOR THE COMPETITIVENESS OF THE HIGHER EDUCATION TEACHER

2020 ◽  
pp. 35-37
Author(s):  
O. Poliak
Keyword(s):  
Higher Education ◽  
Professional Growth ◽  
Professional Competence ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Pedagogical Aspect ◽  
Professional Self ◽  
Amount Of Knowledge ◽  
High Level

The article is devoted to the problem of formation and development of competitiveness among teachers of higher education institutions. If the content and structure of professional competitiveness, defined by state standards, are formed without taking into account the personal qualities of the learning subject, its interests, abilities and are not determined by the professionalism of the teacher, it is impossible to lay the foundations of competitiveness and develop the ability to compete. The genesis of different approaches to the concept of competitiveness of the modern educator has been analyzed, in particular, in modern researches it is emphasized on: – managerial, psychological and pedagogical aspect of competitiveness. The process of forming the competitiveness of a teacher of a higher education institution, which includes its components, is outlined: = levels of development: a motivational and holistic component; emotional-volitional component; evaluation and adjustment component; = conditions of formation: the need to find such forms of work of the teacher, which would ensure the continuity of the process of his professional growth, development and introduction of multidimensional models of the organization of professional development, introduction of new educational technologies, participation in innovative activity; = development of a complex of properties of his personality necessary for a high level of professional activity. The activity of the teacher is characterized by pedagogical expediency by orientation, individually creative character in content and organization, choice of means; = ways of formation: a certain amount of knowledge, abilities, skills and continuous improvement of the state of theoretical, psychological-pedagogical, methodological and technological preparation; motives for professional self-improvement; the desire for selfrealization and self-affirmation of personality; professional growth; expanding horizons; increasing the level of development of all types of competences; the presence of cognitive interest; creating a positive image among students and colleagues; upgrading the qualification category during certification; receiving awards; raising personal rankings at different levels of subordination; improving professional competence; raising the level of organization of the educational process.

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 Students’ Research Activity in the Context of Professional Self-Determination

2019 ◽  
Vol 8 (9) ◽  
pp. 308-312
Keyword(s):  
Professional Education ◽  
Career Guidance ◽  
Industrial Relations ◽  
Educational Process ◽  
Self Determination ◽  
Professional Activity ◽  
Research Activity ◽  
Living Situation ◽  
Professional Self ◽  
High Level

Introduction. The period of studying in a professional educational organization is the most important in the life of a future specialist, as it is the time when a person becomes a participant of industrial relations, forms views on the profession, changes the system of values, develops motivation for professional activity. The strengthening of social and professional responsibility of a person should be accompanied by the strengthening of an educational institution’s responsibility for the quality of training of a specialist. Researchmethodology. Professional self-determination is considered by researches both as a process, and as the result of the development of a professional, each phase (stage) of which is characterized by different content. The age of adolescence plays here an important role, as the problem of choice of a profession becomes “an affective centre of the living situation” at that exact time. Researchresults. Competitiveness of a specialist becomes one of the priorities of improving the system of professional education in Russia and the most important criterion of its quality. This competitiveness includes not only the intimate knowledge of a profession, understanding of related areas of activity, readiness to practice the chosen profession effectively on a level with the highest world standards but also a high level of social and professional self-determination of graduates, developed self-concept of an individual. Discussion. The main characteristics of self-determination as a psychological and pedagogic phenomenon are belonging to a subject, procedurality, consciousness, self-sufficiency.Conclusion. Professional self-determination is an activity of a person (a component of personal self-determination) which is carried out during social development and maturity and, if necessary, adjusted with the help of a specially organized interference – career-guidance, teaching and educational process, theoretical and practical work.

scholarly journals Features of professional self-determination in various types of families (on the material of dynasties)

2019 ◽  
pp. 52-56
Author(s):  
Nikolay V. Shamanin ◽  
Vitaliy Ye. Lapshin
Keyword(s):  
Professional Development ◽  
Family Members ◽  
Self Determination ◽  
Lag Effect ◽  
The Family ◽  
Professional Self ◽  
The Individual ◽  
Determining Factor

This article addresses the problem of determining the professional self-determination of younger family members. The article provides an analysis of the views of researchers on the role of the family in the professional development of an individual. The article deals with the problems of professional self-determination in dynastic and non-dynastic families. The question arises, whether the family is a support for its younger members on the basis of which, successful formation of professional qualities of the individual takes place, or the family may produce a "lag effect", ignoring inclinations, flairs and interests of the child. The study allows the authors to conclude that there is a transgenerative transference in the professional self-determination of the individual. The authors suggest that transgenerative transference is the main determining factor of professional self-determination in dynastic families, determining the choice of a profession by younger members of a dynastic family. It has been suggested that transformational phenomena occur in the process of professional self-determination of younger family members according to the types "inversion" (inversion), "hypertrophy" (amplification) and "deformation (distortion)".

scholarly journals GENESIS OF PROFESSIONAL SELF-FULFILMENT OF A TEACHER

2021 ◽  
pp. 135-142
Author(s):  
Svetlana Sergeyko
Keyword(s):  
Personality Development ◽  
Self Regulation ◽  
Self Organization ◽  
Professional Activity ◽  
Self Awareness ◽  
Ideal Self ◽  
Self Actualization ◽  
Professional Self ◽  
Definition Of ◽  
The Individual

The article gives the author’s definition of the concept of “professional self-fulfilment of the teacher”, which means a personal strategy of a teacher’s professional activity, aimed at improving their personal qualities and developing their professional competencies. The structural and content components of the professional self-fulfilment of the teacher have been determined: self-understanding, self-actualization, self-identification, self-design, self-organization and self-regulation. It has been proved that each of the six components carries its own function, being central at a certain stage of professional development, determining the course of the teacher’s personality development, and moving at the next stage to a “subordinate” position when it becomes a mechanism for the implementation of a new stage of the teacher’s professional self-fulfilment. Self-knowledge is an activity specially organized by a teacher, the purpose of which is to identify one’s own potential capabilities, actual needs, life meanings in the aspect of professional activity. Self-actualization is an activity specially organized by a teacher, the purpose of which is self-understanding, self-awareness of one’s own uniqueness in professional activity. Self-identification is an activity specially organized by the teacher, the purpose of which is self-identification with one of the self-actualizing professional portraits. Self-design is an activity specially organized by the teacher, the purpose of which is to develop an individual educational trajectory in the direction of his “ideal self-teacher”. Self-development is an activity specially organized by the teacher, the purpose of which is positive self-change of the individual in the direction of his “ideal self-teacher”. Self-presentation is an activity specially organized by the teacher, the purpose of which is the teacher’s presentation of his intermediate and final results. Keywords: Professional self-fulfillment of the teacher; structural and content components of the professional self-fulfillment of the teacher; self-understanding of the teacher, self-actualization of the teacher; self-identification of the teacher; self-design of the teacher; self-organization of the teacher; self-regulation of the teacher.

scholarly journals INVESTIGATING PROFESSIONAL AWARENESS OF THE CORRECTIONAL PEDAGOGUE

2019 ◽  
pp. 40-59
Author(s):  
М. Омельченко
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Professional Competence ◽  
Positive Impact ◽  
Self Esteem ◽  
Professional Activity ◽  
External Evaluation ◽  
Professional Self ◽  
Factors Of Influence ◽  
Empirical Approaches

Aim: The paper is devoted to highlighting the results of investigating the peculiarities of professional awareness of correctional pedagogues. Research methods: To achieve the goals of the investigation, business games, testing, evaluation of correctional pedagogues by the supervisor (curator, director), analysis of special documentation, activity monitoring and the method of solving professional tasks have been used. The results have been processed mathematically and accumulated in the database. They have been developed and represented in the form of tables. To determine the levels of development of professional awareness of correctional pedagogues both theoretical and empirical approaches have been used. Results: In the paper the detailed description of the developed levels of each component of professional awareness (cognitive, reflexive, axiological, motivational, affective) is presented, the main stages of the investigation work are determined: structuring of professional awareness; external evaluation of the correctional pedagogue’s activity; comparative analysis of the results of the investigation of the first and second stages of the experiment; dependencies between levels of professional awareness and different factors of professional activity development are established. The numerical results obtained during the experiment are also given. The factors of influence on the levels of development of professional awareness of correctional pedagogues are revealed: experience professional activity, working conditions, personal circumstances, awareness of issues of importance of the level of professional awareness and its components in the professional development of the employee. The results obtained during the investigation have provided the bases for developing the ways to optimize the forming professional awareness of correctional pedagogues: expanding the experience of professional activity; creating optimal professional conditions; adapting personal circumstances; disseminating the knowledge on issues of importance of level of professional awareness and its components in professional development of correctional pedagogues. Conclusions: The materials covered in the paper indicate the need: to increase the levels of development of the professional awareness of correctional pedagogues; to form the adequate professional self-esteem; to establish the dependency between professional awareness and the level of professional competence; to ensure positive impact of identified factors of professional awareness development; to form the developing technology for optimization of the process of professional awareness development in correctional pedagogues with different work experience.

scholarly journals TEACHERS’ PROFESSIONAL ACTIVITY TRAINING IN TERMS OF SUBJECT-ORIENTED EDUCATIONAL PROGRAMME FOR SENIOR SCHOOLCHILDREN

2021 ◽  
pp. 212-218
Author(s):  
Ольга Анатольевна Любягина ◽  
Римма Хамидовна Гильмеева
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Educational Programme ◽  
Educational Process ◽  
Professional Activity ◽  
Practical Implementation ◽  
Professional Self ◽  
The Russian Federation ◽  
Teachers Professional Development

В настоящее время профильное обучение является неотъемлемой частью системы образования в Российской Федерации. Институциональной формой реализации этой цели выступают профильные школы и профильные классы, в которых за счет изменений в структуре, содержании и организации образовательного процесса в значительной мере учитываются интересы, склонности и способности учащихся. Для организации обучения и достижения профессионального самоопределения старшеклассников в соответствии с их профессиональными интересами и намерениями необходима специальная подготовка педагогов. В статье обобщены особенности профильного обучения старшеклассников и соответствующие им характеристики профессиональной деятельности педагогов. С целью расширения спектра компетенций педагогов, работающих в условиях профильного обучения, предлагается программа повышения квалификации «Вектор профессионального развития» и рассматриваются составляющие ее модули. Особое внимание в программе уделяется направленности на организацию психолого-педагогического сопровождения процесса профессионального самоопределения старшеклассников, свидетельствующего о продуктивности профильного обучения. Апробация представленной программы повышения квалификации подтвердила ее практическую значимость в профессиональной деятельности педагогов в условиях профильного обучения. Статья предназначена директорам и педагогам школ с профильным обучением, работникам системы дополнительного образования, исследователям. Nowadays, subject-oriented education is an integral part of the education system in the Russian Federation. Subject-oriented schools and classes serve as an institutional form of the implementation of this purpose. Due to the changes in structure, content and organization of educational process students’ interests, talents and abilities are to a greater extent considered. Teachers’ special training is needed to promote senior schoolchildren’s decision-making process in terms of choosing their future careers according to their professional interests and intentions. The article provides the features of subject-oriented education of senior schoolchildren and corresponding features of teachers’ professional activity. To enhance the range of teachers’ competences working in the conditions of subject-oriented education, the authors offer the programme for teachers’ professional development “Vector of Professional Development” and consider its modules. Special attention in the programme is focused on the organization of psychological and pedagogical support of the process of professional self-determination of senior schoolchildren demonstrating the efficiency of subject-oriented education. Practical implementation of the presented programme for teachers’ professional development proved its practical value in teachers’ professional activity in the conditions of subject oriented education. The article is intended to heads and teachers of subject-oriented schools, staff of the system of additional professional education, and researchers.

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