Effective Educational Technologies for Professional and Personal Formation of the Future Teacher at the University

Professional mobility is largely based on the ability to varying professional correlation of university knowledge, skills and abilities with the requirements of the labor market and centuries-old established experience of the life of society. All this presupposes the objective necessity of introducing modern educational technologies into professional training carried out in universities. The question is to determine the most rational and effective educational technologies for the professional and personal formation of a future teacher at a university.

Pentingnya Pendidikan dalam Karakter Orang Kristen

The study in this paper wants to explain how and the importance of character education for Chirtians. Succuessful education is education that can shape human behavior, not just equip people with knowledge and information. Education that forms and develops inner attitudes and is able to behave and behave wisely, and be responsible in daily life as Chirstians, chaeacter aducation plays an importantrole in personal formation. In the process various noble morals were didcussed. Including honesty, dress courage, discipline generosity, tolerance responsibility. This is to show that character education but to invite Chirtians to show how they care for the quality of thingking and the growth of their quality of life in their lives as Go-fearing chirstians

Artistic means of representation of sociocultural issues in the works of Thomas Bernhard

The article is devoted to sociocultural issues in the works of Thomas Bernhard, the Austrian writer and the playwright of the twentieth century. Born in 1931, the eyewitnesses of nazi transformations, Thomas was too young to resist them. The period of his personal formation was marked by the drams of a more personal, family character, which, nevertheless, later, the writer will always feel as closely associated with the historical destinies of the country and the world. His own childhood and adolescence, dramatic and traumatic, become for the writer permanent source of dramatic literary plots, the main characters of which will be confused, desperate people, losers and travels, unable to cope with the challenges of fate. In this case, the fiction in his works is often almost impossible to separate from the introduced autobiographical material. The numerous works of Bernhard demonstrate the Austrian mass consciousness, full of shame, guilt, disgust to yourself, escapism. Bernhard shows an acutely critical attitude towards the Austrian society and the state that did not get rid of the Nazi past. However, the writer does not declare his social views directly and unequivocally. Special inaccessibility and hints are much more characteristic of his prose. As a result of the analysis of the most striking works by Bernhard (“Frost”, “The Loser”, “Amras”, “Old masters”, “Yes”, “Correction”, “The Lime Works”, “Beton”, “Gargoyles”) some typical artistic techniques are identified — autobiographical reception, eccentricity, monologism (as a symbol of loneliness, removal, isolation from society, acute individualism and even sociophobia), emotional saturation (the spectrum of emotions is monotonous: most often it is deep disappointment, sadness and grief, anxiety and a cured fear), mosaic of narration, motivation of the reader to joint, “interactive” reflection and independent conclusions, some techniques of “musicalization” of literary text.

A pedagogical perspective of understanding the essence and structure of the value attitude of cadets studying at a law university of the Federal Penitentiary Service of Russia to a person

The paper substantiates the urgency of the problem of humanization of relations between people, within the framework of which the problem of formation of the value attitude of cadets studying at a law school of the Federal Penitentiary Service of Russia to a person is highlighted. The pedagogical understanding of the concepts value, attitude, person is carried out, which are meaning-forming for the value attitude of cadets studying at a law institution of the Federal Penitentiary Service of Russia to a person. The specificity of value is revealed as a conscious meaning that determines the attitude of a person to the world, to people and to himself. The paper substantiates the proposition that formation of the value attitude of cadets studying at a law school of the Federal Penitentiary Service of Russia to another person presupposes the relationship between value and emotional factors. It is proved that the cadets awareness of the value of another person as a value, which turns into a personal meaning, will contribute to his/her formation as a person and a professional, for whom the other person will always be a goal, not a means. The paper reveals the essence of the value attitude of cadets studying at a law school of the Federal Penitentiary Service of Russia to a person, which consists in the cadets awareness of the value of another person as a value and endowing this value with a personal meaning experienced at the emotional level. Scientific ideas about the value attitude as an integrative psychological structure, as a stable personality-semantic formation, as a three-dimensional structure are concretized and the possibility of considering the concept of value attitude of cadets studying at a law institution of the Federal Penitentiary Service of Russia to a person as a personal formation with a structure is affirmed. The structure of the concept value attitude of cadets studying at a law school of the Federal Penitentiary Service of Russia to a person is determined through the allocation of cognitive, axiological, emotional and activity components.

Characteristics of Professional Formation’s Indicators of Managers of the System of the Ministry of Internal Affairs of Ukraine

The problem of professional and personal formation of managers of the security and defense sector of Ukraine has been studied. It has been emphasized that the basis for professional and personal development of the managers of the Ministry of Internal Affairs of Ukraine is formed by the activity and personality as basic categories, which are reflected in the block of professional formation and the block of personal formation, where each block is reflected in specific components and is revealed in appropriate criteria. In particular, the first part of the study – the psychological characteristics of the block of professional development is presented, namely through such components and their criteria as: activity – career motivation, professional aspirations; behavior – a metasystem of relations in the activity, conflict resolution competence; work – managerial identity of the manager, managerial decision as a product, communication – socio-psychological competence, emotional and volitional regulation. The study is based on the use of a number of methods of psychological diagnosis, which assisted to examine 844 people, including 385 managers and 459 employees of the agencies and departments of the Ministry of Internal Affairs of Ukraine. The obtained results have been processed by using the methods of mathematical statistics. The originality of the stu The problem of professional and personal formation of managers of the security and defense sector of Ukraine has been studied. It has been emphasized that the basis for professional and personal development of the managers of the Ministry of Internal Affairs of Ukraine is formed by the activity and personality as basic categories, which are reflected in the block of professional formation and the block of personal formation, where each block is reflected in specific components and is revealed in appropriate criteria. In particular, the first part of the study – the psychological characteristics of the block of professional development is presented, namely through such components and their criteria as: activity – career motivation, professional aspirations; behavior – a metasystem of relations in the activity, conflict resolution competence; work – managerial identity of the manager, managerial decision as a product, communication – socio-psychological competence, emotional and volitional regulation. The study is based on the use of a number of methods of psychological diagnosis, which assisted to examine 844 people, including 385 managers and 459 employees of the agencies and departments of the Ministry of Internal Affairs of Ukraine. The obtained results have been processed by using the methods of mathematical statistics. The originality of the study is due to a comparative analysis of the characteristics of the indicators of the block of professional development of professional and personal formation of the managers of the Ministry of Internal Affairs of Ukraine and employees who do not perform managerial functions. It has been proved that the indicators of the components of professional and personal development of managers differ from similar indicators of those who are not managers within the system of the Ministry of Internal Affairs of Ukraine in terms of quality and content, which is primarily focused on management functions. The obtained empirical data will contribute to the improvement of management theory and practice in the law enforcement system. dy is due to a comparative analysis of the characteristics of the indicators of the block of professional development of professional and personal formation of the managers of the Ministry of Internal Affairs of Ukraine and employees who do not perform managerial functions. It has been proved that the indicators of the components of professional and personal development of managers differ from similar indicators of those who are not managers within the system of the Ministry of Internal Affairs of Ukraine in terms of quality and content, which is primarily focused on management functions. The obtained empirical data will contribute to the improvement of management theory and practice in the law enforcement system.

František Dvorník, Velehrad Unionism and Church Unity

This paper brings a so far neglected aspect of Francis Dvornik’s work to the fore, namely the influence of the Velehrad unionistic movement on the scientific and personal formation of Dvornik at the beginning of his scientific career on the one hand, which was on the other hand connected with the increasing Dvornik’s influence on the Velehrad unionistic movement. The reciprocal influence is documented on the gradual transformation of the period correlative unionism (on the background of the modernistic tension in the catholic theology) and by strengthening its protoecumenical tendencies towards the clear ecumenical program formulated by Dvornik himself.

CRITERIA, INDICATORS AND LEVELS OF FORMATION OF THE ECONOMICS TEACHER’S METHODOLOGICAL CULTURE

University education has all the opportunities for the formation of methodological culture of future teachers of economics as an important characteristic of their professionalism. However, practice shows that not all of them are used to overcome the contradiction between the promising tasks of training a creative specialist and the reproductive nature of the methodological training of teachers of economics. To overcome it, a mechanism of methodological growth is needed for each student, who should be involved in active methodological activities, help to achieve positive growth dynamics of his methodological culture through the realization of goals and tasks that constantly complicate and affect the accumulation of his methodological experience. The success of this process is determined by how clearly students imagine the final product of methodological training in the form of positive dynamics of growth of the level of their methodological culture. The article is aimed to the theme of formation of the future economics teacher’s methodological culture. In accordance with certain structural components of the economics teacher’s methodological culture (motivational-valuable, content-procedural, intellectual-emotional, reflexive-evaluative) we determined the levels of formation of the economics teacher’s methodological culture, the criteria (motivational-axiological, semantic-operational, creative-emotional, evaluative criteria) and the corresponding indicators of this complex personal formation. In connection with the above we can state that the methodical culture of the teacher of economics combines in its content all aspects of methodical activity, methodical baggage of personality, methodical actions and solving methodical problems, without which there can be no optimal professional achievements of the teacher of economics, his innovative actions. methodical sphere of teaching activity. Methodical culture is manifested in two ways: on the one hand, it is an ideal structure that reflects the teacher of economics about the organization and implementation of methodological activities, indicates the readiness of the teacher to fully participate in methodological activities, providing sustainable interests, values, methodological competencies. type of professional pedagogical activity; on the other hand, is a measure and a way of his creative self-realization in methodical activity.

Study, truth, and personal formation: Reflections on John Paul II’s Pastores dabo vobis

Although John Paul II published “Pastores dabo vobis” specifically for the formation of seminarians for Catholic priesthood, it nonetheless contains much wisdom regarding the formation of any young person on the cusp of full adulthood. John Paul outlines a framework of personal formation according to its human, spiritual, intellectual, and pastoral dimensions. I articulate those dimensions through the lens of a fourfold causal analysis, attending especially to the intellectual dimension and its proper activity, study. My thesis is that study—that is, the serious and diligent exercise of our innate capacity for truth—is the primary driver of successful personal formation.

ANALYSIS OF SCIENTIFIC APPROACHES TO THE ESSENCE OF SOCIAL ACTIVITY OF STUDENT YOUTH

Based on the identification of the main approaches to understanding the content of personality activity in general, the article highlights the main scientific approaches to interpreting of the essence of social activity of the individual: activity, acmeological, systemic, subjective, axiological, genetic modeling. It is determined that the most appropriate is the author’s proposed subject-activity approach to the interpretation of the essence of social activity of student youth. We consider the subjectivity of the individual as an important prerequisite and, at the same time, the result of social activity of students, which is realized through an active and responsible attitude to themselves, to various objects, to another person, to educational and future professional activities. At the heart of the activity of the independent subject of life we see: readiness and ability to realize their interests and the interests of society; constant and strong desire to influence social processes and real participation in public affairs; the desire to strengthen and improve the existing social order, based on the assimilation of social values and the realization of their goals, taking into account the interests of society. According to the subject-activity approach, social activity of the individual is considered by us as a personal formation of prosocial orientation, internally determined by individual needs, values, volitional characteristics and characteristics of person, and outwardly manifested in the transformation of society and personality, that is in social activity.

Living a Meaningful Life While Struggling with Mental Health: Challenging Aspects Regarding Personal Recovery Encountered in the Mental Health System

Based upon academic and clinical experience from Denmark, this article aims to highlight international research-based knowledge concerning challenging aspects about the understanding and implementation of recovery-oriented practice. Three key points are located: (a) An integrative biopsychosocial approach considering both the clinical and personal recovery perspectives is relevant for research and practice. (b) Barriers in implementing a recovery-oriented approach include both individual and systemic challenges. This is well documented in the research-based literature, highlighting the need for changes. (c) A shift from professional control to a service-user orientation is seen as crucial. Examples of a positive shift are seen, helping the health professionals in their development and practicing of skills and competences through education and personal formation. Within these perspectives, a paradigm shift from a one-dimensional biomedical approach to a biopsychosocial approach is suggested. Instead of focusing on rapid stabilisation and symptom relief as a clinical outcome, a humanistic approach building on social- and person-oriented values is fundamental for social and personal recovery leading to a meaningful life.