scholarly journals Continuing education as the value basis of professional activity of the pedagogue

2021 ◽  
pp. 28-34
Author(s):  
Tatiana Vitalievna Makeeva ◽  
Vitalii Nikolaevich Gur'yanchik
Keyword(s):  
Continuing Education ◽  
Vocational Training ◽  
Professional Socialization ◽  
Modern Society ◽  
Educational Process ◽  
Professional Activity ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
The University

Professional socialization of future graduates of the pedagogical university is aimed at the formation of competencies essential for the practical activity and solution of vital tasks. One of the components of successful professional activity is the willingness for continuing education. The subject of this research is the phenomenon of continuous pedagogical education as the value. Globalization has encompasses all segments of life of the modern society, including education. The rapidly changing world with its uncertainty imposes new requirements on the system of vocational training. A modern specialist is no longer narrow-focused, but is capable of solving complex and versatile tasks, which is facilitated by constant striving for new knowledge using various forms of learning. However, this is only possible with realization by the individual of the need for continuing education and its utility in different axiological coordinates. For the analysis of axiological basis of continuing education, the author surveyed the students of pedagogical university to determine their perception of continuing education as a personal meaningful value that contributes to the achievement of certain career results. The acquired results on the one hand demonstrate the the vagueness of the concept of “continuing education” for the university students; while on the other hand, prove the hypothesis on the need and importance of continuing education for the pedagogues, but at the same time the unwillingness of the future specialists to consider it as the value of life. The presented materials allow adjusting the educational process of future pedagogues and their motivation for continuing education, since the pedagogical classes to Master’s Degree.

PHILOSOPHICAL PROPAEDEUTICS IN THE SYSTEM OF PRESCHOOL EDUCATION

2020 ◽  
Vol 22 (11) ◽  
pp. 11-15
Author(s):  
Gan N.Yu. ◽  
Ponomareva L.I. ◽  
Obukhova K.A.
Keyword(s):  
Modern Science ◽  
Preschool Education ◽  
Modern Society ◽  
Social Relevance ◽  
The Social ◽  
Moral Problems ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
And Training

Today, worldview, spiritual and moral problems that have always been reflected in education and upbringing come to the fore in society. In this situation, there is a demand for philosophical categories. One of the priority goals of education in modern conditions is the formation of a reasonable, reflexive person who is able to analyze their actions and the actions of other people. Modern science is characterized by an understanding of the absolute value and significance of childhood in the development of the individual, which implies the need for its multilateral study. In the conditions of democratization of all spheres of life, the child ceases to be a passive object of education and training, and becomes an active carrier of their own meanings of being and the subject of world creation. One of the realities of childhood is philosophizing, so it is extremely timely to address the identification of its place and role in the world of childhood. Children's philosophizing is extremely poorly studied, although the need for its analysis is becoming more obvious. Children's philosophizing is one of the forms of philosophical reflection, which has its own qualitative specificity, on the one hand, and commonality with all other forms of philosophizing, on the other. The social relevance of the proposed research lies in the fact that children's philosophizing can be considered as an intellectual indicator of a child's socialization, since the process of reflection involves the adoption and development of culture. Modern society, in contrast to the traditional one, is ready to "accept" a philosophizing child, which means that it is necessary to determine the main characteristics and conditions of children's philosophizing.

Hardiness of a subject of activity in the situation of global emergency uncertainty in the context of person’s psychological safety

2020 ◽  
Author(s):  
E. B. Muradyan ◽  
Keyword(s):  
High Performance ◽  
Psychological Safety ◽  
Emergency Situation ◽  
Professional Activity ◽  
Preliminary Conclusion ◽  
Theoretical Terms ◽  
Theoretical Position ◽  
The Subject ◽  
The One ◽  
The Individual

The article has a theoretical approach in research. Relations between the terms «hardiness»; and «psychological safety», «subject of activity» and «professional’s personality» will be considered. The components of hardiness are analyzed. The issues that contradict the basic theoretical position on hardiness as the underlying psychological safety of the individual are analyzed. At a theoretical level, a connection between the hardiness and psychological safety of a professional’s personality is revealed. In theoretical terms the conceptions of a person as a personality (professional) and as a subject of professional activity are considered. The attitude of professional’s personality towards activities in the «new» conditions is revealed. Based on results of experts’ survey, a preliminary conclusion is made that a person involved in professional activity, is passionate about his/her work, professionally ready for it, quickly overcomes negative emotions connected with an emergency, the person is reorganized to work in the «new» mode, providing high performance (if the specificity of the work allows it). The issues arising in a stressful, emergency situation are being considered for the subject of professional activity. An attempt is made to describe the emergency, as well as the necessity to introduce conceptual «slogan»: «the situation of global emergency uncertainty». This situation is considered as the environment that the one created «for his/her self-preservation», to ensure the safety of mankind.

Continuity of Pre-profile Education and Secondary Vocational Education

2017 ◽  
Vol 5 (4) ◽  
pp. 48-54
Author(s):  
Бычков ◽  
Anatoliy Bychkov
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Continuing Education ◽  
Vocational Education ◽  
Learning Outcomes ◽  
Educational Process ◽  
Professional Activity ◽  
Secondary Vocational Education ◽  
Career Opportunities ◽  
The Subject

The methods of formation of motivation of students of secondary school to continue education in secondary vocational education are given. The new approaches to the use of the learning outcomes of students in the subject “Technology” in the educational process in college are disclosed. The author justifi ed the expediency of the formation of understanding the creative content of the work of mid-level professionals, career opportunities and getting fair remuneration and opportunities for personal self-realization in professional activity of specialists of this level and prospects of continuing education in higher education.

Response to My Critics

2010 ◽  
Vol 72 (4) ◽  
pp. 705-710
Author(s):  
Michael A. Gillespie
Keyword(s):  
Martin Heidegger ◽  
Basic Assumptions ◽  
Inaugural Lecture ◽  
The Subject ◽  
The One ◽  
The Individual ◽  
The University ◽  
Similar Claim

Martin Heidegger observed in his inaugural lecture at the University of Freiburg in 1929 that the profundity of all fundamental questions lies in the fact that they call into question not merely the subject of the inquiry but also both the questioner and the act of questioning itself. To put this another way, any comprehensive explanation must be able in principle to account for the one who is giving the explanation and for the explanation itself, and any account that cannot do this disproves itself in the very act of its narration. Thus, if any such account does not make clear the nature of the narrator and the narration, it is suspect on these grounds and readers may reasonably ask for an explanation. Since I did not discuss or try to justify the methodology or the nature of the narrative that I employ in my book, it is not surprising that all three of my critics either explicitly or implicitly raise this as a question. Kirstie McClure perhaps poses it in the most straightforward fashion by asking about the character of my narrative, suggesting quite plausibly that it might be read as an account of the adventures of the divine predicate. Less directly, Tim Fuller seems to make a similar claim with his characterization of my position as middle Hegelian. Since I argue that in modernity the divine, as Tim Fuller eloquently puts it, is “absorbed” by the individual, it is certainly reasonable to ask what kind of account I imagine I am giving. Or to put it a bit more maliciously than my three interlocutors do, one might reasonably ask who I think I am. It seems to me that this is not only a fair question, but also a very penetrating one, and one that I must try to answer. I imagined my own goals to accord more with Tom Merrill's characterization of my thought as an attempt to bring about an encounter with the fundamental questions that underlie the basic assumptions we make about ourselves and our world. But to give no more explanation than this would hardly be satisfying. Moreover, since I complain at the beginning and the end of the book that we moderns need to pay a great deal more attention to the example of Oedipus and not forget who we are and where we come from, it is incumbent on me to explain myself and what I think I am doing more fully. I will try to do this after first attempting to clarify my argument and responding to several other questions my critics raise.

scholarly journals FORMATION OF SUBJECTIVITY OF THE STUDENT IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY AS A STAGE OF PROFESSIONALIZATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
T.A SHCHUCHKA ◽  
Keyword(s):  
Professional Training ◽  
Educational Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Special Role ◽  
Professional Activities ◽  
Mechanisms Of Formation ◽  
The Individual ◽  
The University ◽  
University Training

In psychological and pedagogical science, professionalization is considered as a process associated with the development of the subjectivity of the individual, motivation to perform professional activities, determination of the potential of the individual in the profession, awareness of his role in the life space, setting requirements for a specialist in the chosen professional activity. The problem is stated, an attempt to solve which is made in this article: what are the directions of the formation of subjectivity of the student in the educational process of the university as a stage of professionalization? The analysis of psychological and pedagogical studies revealed their insufficiency in the perspective of consideration and analysis of the stages of formation of subjectivity of the student in the educational process of the university, which determined the purpose of the study, which consists in solving the stated problem. In the process of research, theoretical methods are used: analysis, comparison, comparison, discourse, systematization of the results of scientific research. The directions of formation of subjectivity of the student in the educational space of the university are revealed. Adaptation is followed by identification with the socio-cultural environment of educational institution, where the realization of values of the environment, the social meaning of vocational education, assimilation of traditions, norms of coexistence, communication experience (socio-professional aspects). Development of the system of Self, self-development of the student as mechanisms of formation of subjectivity in the profession, ensuring the formation of content, effectiveness, positive dynamics in training (personal-value aspect). Ensuring effective communication between the teacher and the student in pedagogical interaction with the use of modern educational technologies and the use of professionally directed situational tasks (technological aspect). A special role in optimizing the process of professionalization for the successful formation of the student's subjectivity is assigned to professional training, where, using pedagogical technologies, the necessary professional competencies are formed. The process of professionalization at the stage of university training is aimed at the formation of subjective characteristics of the teacher's personality, defined as independence and regulation of their actions in the performance of professional activities, responsibility, mobility, creativity, deep sociability, lack of conflict when working in a team.

scholarly journals Lecture in Post-secondary Education Institution within the Context of Competence Approach

2018 ◽  
Vol 27 (8-9) ◽  
pp. 43-53 ◽  
Author(s):  
N. V. Shestak
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
Education Institution ◽  
Educational Process ◽  
Professional Activity ◽  
Highly Qualified ◽  
Post Secondary ◽  
Qualified Personnel ◽  
System Functioning ◽  
The One

This article addresses a problem of the potential of a university lecture. On the one hand, training of highly qualified personnel should meet the modern  requirements, and on the other hand, lecture remains the main form of  holding a tutoring at university. An analysis of attributes of higher education  modern pedagogical system, such as a purpose of system functioning,  subjects (students, teachers, etc.), content of training, made it possible to  conclude about qualitative changes in their nature, characteristics,  requirements related to the new realities of modern society. The old  stereotypes and attitudes which have been being formed for centuries and  have already lost their value, but continue to dictate forms, means and  methods of educational process organization are a hindrance to the  development of higher education. The need of society and state for qualified personnel has led to introduction of competence-based approach in  training of specialists who have an activity orientation, an ability to fulfill  functional duties, to solve professional problems. Development of  professional competences is possible only in the conditions of the  implementation of practice-based educational/professional activity, specially  organized students’ self-reliant work, immediate application of knowledge  acquired for the solution of various tasks. 

scholarly journals Nfluence of Individual Properties of the Personality on the Formation of Professional Competence of Education Applicants

2019 ◽  
Vol 7 (13) ◽  
Author(s):  
Mariia And. Tropina
Keyword(s):  
High Efficiency ◽  
Professional Competence ◽  
Modern Society ◽  
Educational Process ◽  
Professional Activity ◽  
Successful Implementation ◽  
Psychological Resources ◽  
Professional Activities ◽  
Mechanisms Of Formation ◽  
The Individual

An important task of education, in addition to the transfer of special knowledge and skills, is the formation of the structural components of the personality, which will ensure the high efficiency of future professional activities. The processes of integration of the Ukrainian education system into the European world educational space pose for educational institutions the problem of improving the quality of educational services, ensuring the proper level of the educational process. Modern society is largely interested in the psychological resources of the individual as the basis of all other resource components of the development of civilization. That is why the qualities of the person, which allow her to independently and actively act, make decisions, flexibly adapt to changing conditions of life, achieve success, professionally self-realize, should be formed and developed at all stages of education. Тhe main purpose of the article is to analyze the mechanisms of formation and functioning of the individual in the process of learning and professional activity and to provide recommendations to future specialists on their effective use of methods of psychological tools, the formation of psychological culture for the successful implementation of their personal and professional self-realization. The relevance of the topic is due to the current important changes in the educational system, related, in particular, to the understanding of a person as an entity - a person and a subject of professional activity. Special attention is paid to the problem of the development of the personality of a specialist, the formation of his professional values. We concentrate on the need to ensure the productive orientation of the individual, updating the motives for achieving it, increasing the need for self-development and self-realization, as well as increasing the adequacy of the tasks of the educational process to the real tasks that applicants have to solve at different stages of vocational training.  

scholarly journals INTERACTION OF TEACHERS OF LANGUAGE SPECIALTIES IN THE ORGANIZATION OF THE EDUCATIONAL PROCESS

InterConf ◽  
2021 ◽  
pp. 226-236
Author(s):  
Madina Kabylova
Keyword(s):  
Scientific Work ◽  
Scientific Organization ◽  
Educational Process ◽  
Professional Activity ◽  
Professional Activities ◽  
Special Sciences ◽  
The Subject ◽  
Pedagogical Research ◽  
The University ◽  
Scientific Achievements

The article examines the methodology of the research presented on the basis of theoretical analysis of modern scientific literature on the subject, generalization of psychological and pedagogical research in the field of training future language specialists in the organization of the educational process. And also in this scientific work the level of methodological and theoretical bases of optimization of training in conditional realization of 12 - year obrozovaniye in R. K. is considered. In this connection, there was a need to improve the training of a competent teacher at the university, corresponding to the requirements of the time. The need to improve the level of scientific organization of professional activity of teachers is particularly emphasized. The paper highlights issues related to the organization of professional activities of personnel. It also provides for science-based planning of organizational scientific and methodological training of teachers. Shows naibolei the full use or scientific achievements of pedagogy, psiology and special sciences in the educational process. This allows you to clearly distribute the functions and coordination of efforts, create the necessary conditions, choose the optimal option of activity, stimulation, regulation, control and accounting. The relevance of research is due to the need for a scientifically based approach to solving these problems. The purpose of retraining and advanced training of teachers is indicated.

scholarly journals Humanitarization of University Training by Means of Mediation: Problem Statement

2021 ◽  
Vol 14 (9) ◽  
pp. 1308-1321
Author(s):  
Olga G. Smolyaninova ◽  
◽  
Nikita A. Ivanov ◽  
Natalia S. Podusova
Keyword(s):  
Educational Environment ◽  
Educational Process ◽  
Professional Activity ◽  
Survey Analysis ◽  
Problem Statement ◽  
Social And Emotional ◽  
Characteristic Features ◽  
The Individual ◽  
The University ◽  
University Training

The article examines the problem of humanitarization of educational activities at the university by means of using mediation for conflict resolution, and the creation of a psychologically comfortable educational environment, ensuring social and emotional security of the individual. The purpose of the study is to identify and substantiate humanitarian potential of mediation as a psychological and pedagogical phenomenon that initiates cooperation of the actors of the educational process to prevent and resolve conflicts in training and professional activity. Such cooperation and interiorization of culture of mediation contribute to the students’ personal and professional development. The authors analyze and identify the essential characteristic features of interrelationship of mediation and humanitarization as an integrative phenomenon contributing to the development of university cultural and educational environment. The research outcomes lay the ground for developing a model and describing organizational and pedagogical conditions for humanitarization of the university activity by means of mediation. This article presents a survey analysis carried out among students and teachers of Siberian Federal University. The purpose of the survey is to study the state and identify the prospects of humanitarization, implement the institution of mediation at the university, assess students’ and teachers’ interest in humanitarization and mediation, and the opportunities of their integration

scholarly journals Competitive Organizational Competences of the University

2021 ◽  
Vol 15 (3) ◽  
pp. 31-38
Author(s):  
Artem I. Vasilev ◽  
Keyword(s):  
Professional Activity ◽  
The Matrix ◽  
Organizational Ability ◽  
The One ◽  
Definition Of ◽  
The Individual ◽  
University Leaders ◽  
High Level ◽  
The University ◽  
Organizational Competence

The purpose of this article is to reveal the author’s definition of competitive organizational competencies and to offer a tool for its practical perception – a matrix of perception of competitive competencies. For this, the article reveals the terminological difference between competence and competence and confirms the existence of such a difference in relation to not only the individual, but also the university. With regard to the organization, it is also possible to distinguish the knowledge-resource-expert aspect of the organization’s activities and the functional-active aspect. The organization develops collective, distributed, internal abilities (organizational competence) to perform actions that constitute a specific, specific direction of activity (organizational competence). The work describes a matrix of perception of competitive competencies, specially developed by the author, and proposes to use it as an analytical tool for university leaders. The properties of competence, which, on the one hand, reflect its activity content (i.e., the connection with a specific professional activity), and, on the other hand, have a competitive value and make sense in the context of competitive confrontation, are of priority importance. The matrix reflects the degree of proximity of the competence to the core of the business and the degree of uniqueness and specificity of the competence. The matrix of perception of competitive competencies proposed by the author makes it possible to clearly clarify the key, competitive, sectoral, auxiliary (additional), unique competencies of the university. When defining competitive organizational competence, the author discloses two methodological ways to combine competitive and competence-based approaches: to understand competence as a means or as a goal of competition. The author defines competitive organizational competence as a unique organizational ability that cannot be copied by competitors, which allows it to withstand competition at a high level of competitiveness. In this understanding, competitive competencies are not the goal of competition, but a means of competition, an instrument of competition.

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