scholarly journals Potential of Educational Events as a Resource Psychological Well-Being of the Teacher

2021 ◽  
Vol 16 (4) ◽  
pp. 31-39
Author(s):  
Kachimskaya Anna Yu. ◽  
◽  
Skorova Larisa V. ◽  
Keyword(s):  
Psychological Health ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Professional Activity ◽  
Psychological Well Being ◽  
Professional Activities ◽  
Irkutsk Region ◽  
Before And After ◽  
Empirical Research Methods

One of the components of a teacher’s psychological health is the psychological well-being of his personality. The relevance of this study is due to the need to find such professional methods of the teacher’s work that would serve as a resource for his psychological well-being. The article discusses approaches to understanding an educational event as a condition for creating situations of psychological well-being in educational interaction. Psychological well-being can be a consequence of the design and implementation of a series of educational events focused on gaining experience of activity, the formation of a model of behavior, experience of behavior, skill of activity and change of oneself. Empirical research methods were: a diagnostic method to identify psychological wellbeing and satisfaction with professional activity; mathematical method using the Wilcoxon T-criterion for assessing the shift in indicators of psychological well-being before and after the creation (development and implementation) of educational events by teachers. The results of an empirical study conducted in schools of the Irkutsk region and Buryatia suggest that the participation of teachers in the development and implementation of educational events in their professional activities becomes a resource for increasing their psychological well-being. In conclusion, the author argues the idea that an educational event as an element of a teacher’s professional training can serve as a tool for optimizing a teacher’s own mental health. Such an approach to the psychological well-being of the teacher’s personality will make it possible to purposefully manage not only the effectiveness of the teacher’s professional activity, but also his psychological well-being. It seems promising to teach teachers the techniques of designing educational events and their implementation in the educational process, not only to manage the well-being of the teacher himself, but also to create conditions for the psychological well-being of other participants in educational relations, first of all, the psychological comfort of students. Keywords: psychological well-being, educational event, teacher’s activity, teacher’s psychological health, eventfulness, satisfaction with activity

STAGES OF ORGANIZATION OF THE PROCESS OF PREPARATION OF FUTURE TEACHERS TO PROFESSIONAL ACTIVITY IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
Vol 12 (1) ◽  
pp. 13-23
Author(s):  
I. Demchenko ◽  
◽  
I. Kalinovskaya ◽  
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Activities ◽  
School Conditions ◽  
The Individual

The article outlines the relevance of the introduction of inclusive education in the system of education of Ukraine whose success depends on the organizational and pedagogical and corrective and developmental school conditions, flexibly oriented on the individual characteristics of each child and qualitative training of future teachers to professional activities in the conditions of inclusive education. Separate aspects of professional training of future teachers in institutions of higher pedagogical education in conditions of inclusive education are presented. In particular, attention is focused on the peculiarities of organizing the process of training future educators in professional activities in the inclusive environment of institutions of general secondary education, which are that the professionalization of students takes place in the form of penetration of external (the influence of the educational environment and the participants of the educational process) into the internal (assignment of values Inclusive education and acquisition of relevant competence), from the remote space (social meaning of inclusion) in the approximate (personal meaning and Inclusion experience). In accordance with the principle of continuity, the stages of organizing the process of preparation of future teachers to professional activity in conditions of inclusive education (motivational-value, theoretical and practical and simulation-reflexive) are determined and substantiated. Evaluating the efforts of scientists in the highlighted issues, we note that the organization of the process of professional pedagogical training of teachers to work in an inclusive educational environment requires the substantiation of the relevant pedagogical conditions, which is a prospect of further scientific search.

scholarly journals PARTISIPATIVE APPROACH AS EDUCATIONAL INNOVATION OF PROFESSIONAL TRAINING FUTURE TEACHERS

2020 ◽  
pp. 176-182
Author(s):  
Olga POLEVIKOVA ◽  
◽  
Tetiana SHVETS ◽  
Keyword(s):  
Professional Training ◽  
Educational Innovation ◽  
Preschool Education ◽  
Participatory Approach ◽  
Educational Process ◽  
Professional Activity ◽  
Future Teachers ◽  
Professional Identification ◽  
Professional Activities ◽  
And Behavior

The article analyzes the problem of participatory approach to professional training of future teachers in the modern space of education, highlights its theoretical aspects, and outlines the scope of its practical application in the field of preschool education. In particular, the peculiarities of the organiza- tion of the educational process based on participa- tory approach are traced. The authors revealed the peculiarities of the organization of the educational process based on a participatory approach as one of the components of the theoretical and methodological basis for the development of professional competencies of future teachers. This will allow modeling the social content of future professional activity through awareness, acceptance of the principles of participation, which is an alternative to authoritarianism. The authors of the article consider the participatory approach as an educational strategy, the implementation of which allows involving future teachers in making hypothetical management decisions, promotes the formation of initiative, responsibility and independence in solving trivial and non- standard problems in educational and professional activities. The results of the application of a participatory approach in the process of development of profes- sional competencies of future teachers can be a) increase the motivation to learn, job satisfaction; b) disclosure of own potential, primary professional identification; c) satisfaction of the need to achieve, self-realization, self-affirmation; d) the formation of qualification and professional and personal guidelines of consciousness and behavior.

scholarly journals Diagnostics of the readiness for self-improvement of the future teacher in the conditions of COVID-19

2021 ◽  
Vol 14 (33) ◽  
pp. e16589
Author(s):  
Valentyna Bilyk ◽  
Artem Tkachov ◽  
Ivanna Tkach
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Well Being ◽  
Educational Process ◽  
Future Teacher ◽  
Theoretical Research ◽  
Professional Activity ◽  
Future Teachers ◽  
The Future ◽  
Professional Self

The society's need for competitive specialists capable of solving urgent issues requires focusing efforts on solving the most pressing problems in education in today's pandemic conditions. The psychological and pedagogical literature has repeatedly emphasized the need for self-improvement as a component of self-education of a person in general and a teacher in particular. One of the most important factors in the success of further professional activity is the formation of students' readiness for professional self-improvement. The issues of training future teachers remain topical, because both the intellectual, moral and spiritual development of children and youth, the socio-economic well-being of the country depend on their activities. Since the attention of specialists is focused on the personal potential of a person, the urgent is the problem of the formation of future teachers' readiness for self-improvement in the process of individualization of professional training pedagogical science. For this, the methods of theoretical research of profile sources were used, and also theoretical and ascertaining experiments were carried out. It is proved that the training of a future teacher  should be focused on the personality, the recognition of a person as the highest value in society, and providing conditions for personal self-improvement of the future teacher is one of the priority areas in the educational process of the university

Assessment of the Communicative Competence of the Students of Pedagogical University

2021 ◽  
pp. 90-98
Author(s):  
Inna Mihailovna Shepshinskaya ◽  
Keyword(s):  
Professional Training ◽  
Communicative Competence ◽  
Quality Criteria ◽  
Oral Communication ◽  
Assessment Method ◽  
Educational Process ◽  
Foreign Languages ◽  
Professional Activity ◽  
Professional Activities ◽  
The University

The organization of professional training of students of a pedagogical university is realized on a competence-based approach, which requires a implementation of new methods, tools and procedures aimed at assessment educational results. The complexity of the formation and assessment of competencies is explained by their multicomponent structure and the ability to manifest themselves during students’ performance. Modern methods and tools of assessing competencies should be based on modeling situations that enable students to perform quasi-professional activity and the description of key elements of each competence domain. The purpose of the article is to develop a methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of foreign languages. Methodology and methods of research. The methodological basis of the study was made up of: the competence-based approach and its views on new results of the educational process at the university, methods of assessing competencies (N. F. Efremova, Ibragimov G.I., Baartman L.K., Kanik M.); a contextual approach that explains the need to create educational situations that model the conditions of professional activities for the formation and assessment of modern educational results (A. A. Verbitskiy). Research methods: analysis of scientific literature, pedagogical modeling. Research results. A methodology for assessing the communicative competence of students of a pedagogical university studying at the Faculty of Foreign Languages has been developed and presented. The quality criteria for modern assessment methods and instruments are formulated (authenticity, transparency, the significance of the content of assessment materials for students, effectiveness). The author of the article develops and presents a model of an assessment method based on the analysis of video fragments of communicative situations. The procedure for modeling communicative situations that can be used to compile assessment materials is described in detail. The foreign experience of designing pragmatic tests of oral communication (Discourse Completion Task) is analyzed, ways of improving these tasks are proposed.

scholarly journals ON THE ISSUE OF FORMATION OF THE CONCEPT OF PSYCHOLOGICAL NORM IN THE CONTEXT OF PROFESSIONAL TRAINING OF FUTURE PSYCHOLOGISTS

2021 ◽  
Vol 7 (4) ◽  
pp. 28-37
Author(s):  
Iryna Shtykh ◽  
Keyword(s):  
Psychological Health ◽  
Professional Training ◽  
Historical Analysis ◽  
Extreme Points ◽  
Well Being ◽  
Educational Process ◽  
Theoretical Research ◽  
Modern World ◽  
Training Methods ◽  
The Individual

In the process of professional training of future psychologists, the ability to recognize the mental norm and deviations from it to identify resources to maintain a healthy part of the psyche during counseling, correctional or psychotherapeutic work with the client is important. Professional competencies in pathopsychology involve the formation of the concept of norm and pathology in the worldview of future psychologists, because in any activity of a psychologist the forefront is the qualification of the studied psychological phenomenon as normal or pathological. Purpose. The purpose of this article is a theoretical overview of scientific approaches to understanding the concept of the norm in clinical psychology and its field as pathopsychology, to emphasize the relevance of the concept of the psychological norm in students majoring in Psychology during their training Methods. Theoretical research is carried out using methods of historical analysis, comparison, systematization, and interpretation of facts. Originality. Closely related to the concept of the mental norm is the concept of mental and psychological health. The fundamental difference between the terms "mental health" and "psychological health" is that the former characterizes individual mental processes and mechanisms, and the latter - refers to the individual as a whole, is closely related to the manifestations of the human spirit. In the scientific sense, norm and pathology are two extreme points and there is no clear boundary between them, and it is difficult to differentiate them. The continuum between the two extreme points is filled by the so-called boundary conditions. Within the level approach, there are three levels of human existence: somatic, psychological, and level of moral self-awareness. The "ideal norm" can be considered human well-being at all three levels of its existence Conclusion . Theoretical review of the issue, the problem of mental norms has been and remains controversial not only for pathopsychology, but also for related fields, including medicine. The mental norm is a multidimensional and multilevel formation. There are several approaches in the interpretation of this concept: adaptive, statistical, pathopsychological, phenomenological, from the standpoint of the norm - norm, the norm as an ideal, and many others, but there is no exact, generally accepted, indisputable definition, despite many studies. We can see the prospect of further research in the direction of analysis of modern world social and philosophical trends in understanding the norm, pathology, disease and psychological health of the individual and their introduction into the educational process of training future psychologists.

scholarly journals МЕТОДИЧНІ АСПЕКТИ ФОРМУВАННЯ ГОТОВНОСТІ БАКАЛАВРІВ З КІБЕРБЕЗПЕКИ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ЗАСОБАМИ КОЛАБОРАТИВНОГО НАВЧАННЯ В УМОВАХ ОСВІТНЬО-ЦИФРОВОГО СЕРЕДОВИЩА

2020 ◽  
pp. 137-149
Author(s):  
Олексій Самойленко ◽  
Keyword(s):  
Collaborative Learning ◽  
Professional Training ◽  
Educational Process ◽  
Professional Activity ◽  
Digital Environment ◽  
Perceived Needs ◽  
Professional Activities ◽  
Future Action ◽  
The Moment ◽  
Collaborative Training

The article outlines the methodological aspects of forming the readiness of bachelors in cybersecurity for professional activities by means of collaborative learning in an educational and digital environment that can increase the level of their professional training. The readiness of a bachelor in cybersecurity for professional activity is outlined, which in essence is a selective and predictable activity of a bachelor in cybersecurity at the stage of its preparation for professional activity and arises from the moment of determining the purpose of activity on the basis of perceived needs and motives, personality plan, guidelines and models for future action. It is proved that the readiness of a bachelor in cybersecurity for professional activity can be formed by means of collaborative learning in an educational and digital environment. That is, the readiness of the bachelor of cybersecurity for professional activities, we can understand essentially selective and predictable activity of the bachelor of cybersecurity in the preparation for the profession and arises from the moment of determining the purpose of activities based on perceived needs and motives, personality plan, guidelines and models for future action. The structure of virtual modeling in the online laboratory for bachelors in cybersecurity in the educational-digital environment is determined, which consists of three interfaces: the interface of the higher education applicant, the interface of the teacher and the interface of the administrator. It is noted that it is important in the collaborative training of bachelors in cybersecurity that the environment in which they interact should be based on democracy, equality and autonomy, with this rule training will be at a high level and as a result will be successful. The organization of collaborative training of bachelors in cybersecurity in an educational and digital environment should be based on the principles of social contact. It was found out that the main principles of collaborative learning in mobile applications for bachelors in cybersecurity in the educational-digital environment included the systematic establishment of social contacts during the training of bachelors in cybersecurity, development of communication, building relationships between bachelors in cybersecurity in educational digital environment on democracy and autonomy, changing the role of participants in the educational process in time depending on the nature and nature of the problem and psychological comfort.

scholarly journals The Processes of Bureaucratization and Debureaucratization of Teachers’ Work and Their Influence on the Quality of Teachers’ Professional Activity: Sociological Project Results

2020 ◽  
Vol 24 (1) ◽  
pp. 75-97
Author(s):  
Sergey V. Polutin ◽  
Yulia V. Manannikova
Keyword(s):  
Secondary Analysis ◽  
International Study ◽  
Well Being ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Professional Activities ◽  
The Social ◽  
The Impact

Introduction. The article for the first time structures the types of additional responsibilities of teachers, not underpinned by local regulations. The proposals for debureaucratization of the educational process in secondary schools are generalized. The aim of the study is to reveal the impact of bureaucratic burden on the social feeling of teachers of general secondary education facilities, the quality of their professional activities and to develop proposals for debureaucratization of teachers’ work. Materials and Methods. A survey of managers and teachers of educational institutions covered more than 3,000 respondents. As additional sources for the interpretation of the data, we used the methods of group interviews (two focus groups conducted among rural teachers), as well as a secondary analysis of data from the international study of the educational environment and working conditions of secondary school teachers (TALIS), conducted in 48 countries, including Russia. Results. The study broadened the idea of the impact of bureaucratization of the education system on the quality of professional activity and the social well-being of teachers. Intensification of bureaucratization of teacher work is attributed, on the one hand, to the extensive growth of additional types of work, and on the other, to the low legal awareness of teachers of educational institutions. Working with reporting documentation takes up to 90 % of the working time free from paid teaching ho urs, which practically does not leave time for the implementation of part of the pedagogical load associated with methodological, organizational and consulting activities. The study identifies activities that, according to respondents, contribute to the debureaucratization of teachers’ work. Discussion and Conclusion. The article is of interest to teachers and heads of educational organizations, regional educational authorities, and scientists, researching i nto educational problems.

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 Pedagogical conditions preparation of educators for professional activity with children of preschool age in inclusive education

2017 ◽  
Vol 5 (4) ◽  
pp. 121-132
Author(s):  
Nataliia Sukhoviienko
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Optimal Choice ◽  
Educational Process ◽  
Preschool Age ◽  
Professional Activity ◽  
Professional Activities ◽  
Preschool Age Children ◽  
Communication Goals ◽  
Pedagogical Literature

The article presents the peculiarities of formation pedagogical conditions for the training of future educators for professional activity with preschool-age children in inclusive education. The author analyzes the definitions of the concept “pedagogical conditions” in the scientific and pedagogical literature. A review of the pedagogical conditions in the work of domestic and foreign researchers on the issue of vocational training, in particular the training of specialists in inclusive education, is presented. According to the results of the study this topic, four interrelated and complementary pedagogical conditions are formed that are necessary in the process of preparing educators for professional activity with preschoolers within the framework of inclusive education: creation of optimal conditions for increasing the motivation of students’ educational activities (interest in the content of inclusive education: information and activity; recognition of the student as an active partner in educational interaction; vocational and practical direction of professional training); providing a holistic system of professional training on the basis of interconnected communication goals, contents, forms, methods of teaching in conditions of inclusive education; the formation of students’ theoretical and methodological knowledge and skills should be used in the process of work in inclusive education; the development and implementation a series of special exercises and tasks in the educational process, that take into account the specifics of future professional activities and provide students with independent search for arguments for the optimal choice of content and forms of organization of work with preschool children in inclusive groups.

scholarly journals Research of professional value orientations formation of future doctors

Morphologia ◽  
2021 ◽  
Vol 15 (3) ◽  
pp. 207-212
Author(s):  
O.A. Murzina ◽  
L.V. Makyeyeva ◽  
O.M. Raznatovska ◽  
O.I. Pototska ◽  
N.V. Hvinivetska ◽  
...  
Keyword(s):  
Experimental Study ◽  
Medical Education ◽  
Professional Training ◽  
Value Orientations ◽  
Educational Process ◽  
Theory And Practice ◽  
Professional Values ◽  
Professional Activity ◽  
Professional Activities ◽  
Professional Value

Background. Medical education is based on general and specialized knowledge in the learning process, a combination of theory and practice at a medical university and is the foundation of the medical profession. But the formation of professional value orientations of future doctors remains out of consideration. Therefore, the professional training of future doctors needs the content of medical education to be improved in order to focus on the formation of professional values. Objective. To substantiate the scientific results of the experimental study of the formation of professional value orientations of future doctors. Methods. Theoretical analysis of scientific sources in order to determine the nature, content and structure of professional values of future doctors. Results. The article analyzes the results of experimental research. It is established that a promising direction to improve the quality of training of future doctors is the formation of a system of his professional values, which reveals the value position of the individual in relation to professional activities. In our study, we identified the professional value orientations of future doctors as a system of values, value orientations, meanings and attitudes to the professional activities of doctors, forming a unique axiosphere of personality that reflects the personal, professional and social orientation of the doctor. Taking into account the specifics of the doctor's professional activity, we have developed a structure of professional value orientations of future doctors. In the process of studying the structural composition of professional value orientations of future doctors, axiological, psychological, motivational, cognitive and prognostic components are identified, each of which performs a certain function. The main functions of professional value orientations of future doctors include: worldview, normative, regulatory, communicative and professional activity. The criteria of formation of professional value orientations of future doctors in the process of professional training are determined: cognitive; personal; activity. The levels of formation of professional value orientations of future doctors are highlighted: high, medium and low. The effectiveness of the organizational and pedagogical conditions and pedagogical technology of professional value orientations’ formation of future doctors determined by us is experimentally confirmed. Conclusion. The results of the experimental study showed the effectiveness of the author's pedagogical technology and its effectiveness in the formation of professional value orientations of future doctors in the process of basic training. The formed professional value orientations of future doctors were evaluated and statistically verified. The results of the experimental test confirmed the effectiveness of the organizational and pedagogical conditions created in the educational process of the institution of higher medical education for the formation of professional values of future doctors.

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