Aspectos de las lecturas de los profesores de educación de gicher para el desarrollo profesional continuo

Autores/as

  • Tetiana Potapchuk Department of Theory and Methods of Preschool and Special Education, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
  • Dmutro Prima Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.
  • Levchuk Yana Department of Fashion and Show Business, Faculty of Event Management and Show Business Kyiv National University of Culture and Arts, Kyiv, Ukraine
  • Zahorodnii Serhii Vice-Rector for Scientific and Pedagogical Work and International Affairs, Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynsky, Vinnytsia, Ukraine
  • Ruslana Roslavets Department of Theory and Methods of Postgraduate Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.
  • Raisa Prima Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

DOI:

https://doi.org/10.20952/revtee.v15i34.17204

Palabras clave:

Actitud ante la actividad profesional, Formación avanzada, Formación continua, Motivo de elección de profesión, Superación profesional

Resumen

El artículo destaca la necesidad de prestar más atención a la formación de la preparación de los profesores de las instituciones de educación superior para la superación profesional continua. La preparación de los docentes para la superación profesional se considera una formación personal-profesional multifacética, representada estructuralmente por la unidad de componentes funcionalmente interconectados: valor motivacional, actividad organizacional; emocional y volitivo; información-cognitiva, reflexiva-evaluativa. Los criterios para diagnosticar este fenómeno son diferenciados: conciencia de la necesidad de una superación profesional continua y decidida; La formación teórica, el nivel de conocimientos de orientación profesional, la formación práctica y operativa, la formación de habilidades prácticas y habilidades de superación profesional. Un conjunto de cualidades psicológicas individuales importantes para la superación profesional continua y la actividad profesional futura en general; se centran en el autoanálisis, se analiza la autoevaluación de la superación profesional. Se determinan y caracterizan los niveles de preparación de los profesores para la superación profesional continua: crítico, pasivo, básico, óptimo, creativo. También definimos varios aspectos de análisis y autoanálisis de la actividad profesional, la formación a través de la organización de actividades interactivas orientadas a la personalidad, la actualización de la experiencia profesional de los docentes, asegurando una actitud selectiva ante los problemas, material educativo, enfocándose en la formación e implementación de la programa de autodesarrollo personal y profesional.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Tetiana Potapchuk, Department of Theory and Methods of Preschool and Special Education, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

ORCID: https://orcid.org/0000-0003-1680-6976

Dmutro Prima, Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

ORCID: https://orcid.org/0000-0002-2102-9932 

Levchuk Yana, Department of Fashion and Show Business, Faculty of Event Management and Show Business Kyiv National University of Culture and Arts, Kyiv, Ukraine

ORCID: https://orcid.org/0000-0002-4608-6626

Zahorodnii Serhii, Vice-Rector for Scientific and Pedagogical Work and International Affairs, Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynsky, Vinnytsia, Ukraine

ORCID: http://orcid.org/0000-0003-0922-1259

Ruslana Roslavets, Department of Theory and Methods of Postgraduate Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

ORCID: https://orcid.org/0000-0003-4564-4208

Raisa Prima, Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

ORCID: http://orcid.org/0000-0002-3278-1900

Citas

Adamenko O. (2013). Methodology of forming the source base of historical and pedagogical research. Pedagogical discourse. Vol. 15. pp. 10-13.

Antonova O. (2014). Professional self-improvement of the future teacher through the development of his/her abilities and talents. New learning technologies: Scientific method, coll. / Institute of Innovative Technologies and Content of Education of the Ministry of Education and Science, Youth and Sports of Ukraine. pp.8-13

Artemova L., Kosenko Y. (2000.) Model of degree training of preschool education specialists in higher educational institutions. Psychological and pedagogical problems of teacher training in the conditions of social transformation: materials of intern. scientific-theoretical conf. to the 80th anniversary of the NPU Dragomanova. Kyiv. Vol. 1. pp. 84-86.

Avshenyuk N., Kostina L. (2014). Teacher professional development as a problem of comparative pedagogy. Comparative professional pedagogy. No.4 (2), рр.150-156.

Dvichuk D. (2006). Principles of management and choice of goals of the educational system in the context of the European dimension. Higher education in Ukraine. No.2,рр.20-26.

Dychkovska I. (2015). Innovative pedagogical technologies. Kyiv: Akademvydav, 302 p.

Fritsyuk V. A. (2017). Theoretical and methodical bases of preparation of future teachers for continuing professional self-development.Thesis.Vinnytsia. 532 p.

Gladkova V. (2007). Fundamentals of Acmeology.New World.320 p.

Gorodyska O. (2016). Formation of students' needs for professional self-improvement. Bulletin of the National Technical University of Ukraine "Kyiv Polytechnic Institute". Series: Philology. Pedagogy. Vol.. 8. pp. 65-69.

Hager Paul. (1998). Is there a cogent philosophical argument against competency standards? Philosophy of Education: Major Themes in the Analytic: Problems of Educational Content and Practices. Ed. by Hirst H.Paul and White Patricia. Florence, KY, US: Routledge. Vol. 4. рр. 399-415.

Ivakh S. (2014). Professional self-education and self-development of future preschool educators. Scientific notes of the department of pedagogy. Vol. 34. pp. 87-94.

Kuzhelny A. (2013). The problem of students' readiness for self-development in the field of vocational education. Bulletin of Chernihiv National Pedagogical University. Pedagogical sciences. Vol. 108.2. http://nbuv.gov.ua/UJRN/VchdpuP_2013_2_108_41

Loseva N. (2004). Self-improvement of the teacher. Donetsk: DonNU, 300 p.

Maslov V.I., Bodnar O.S., Gorash K.V. (2012). Scientific bases and technologies of competent management of a general educational institution: monograph. Ternopil: Krok, 320 p.

Maslow A. (1994). Self-actualization of personality and education / Translated. in English Kyiv: Donetsk, 52 p.

Mulder M. (2016). Competence-based Vocational and Professional Education. Springer. 142 р.

Oliynyk V., Otych O. (2015). Postgraduate pedagogical education in the context of global civilization changes. Higher education of Ukraine in the conditions of globalization of society: monograph. Kyiv, 300 p.

Omarova Yessen B. (2016). Toktarbayeva Darkhan Gabdyl-Samatovich Methods of forming professional competence of students as future teachers. International journal of environmental & science education. Vol. 11. No. 14. рр. 651–662.

Parry S. B. (1991). The quest for competencies: competency studies can help you make HR decisions, but the results are only as good as the study. New York. 48 p.

Pavlyukh V. (2015). Theoretical principles of teacher self-improvement as a factor of professional growth in terms of educational change. Pedagogical Bulletin. Vol.2-3. pp. 68-73.

Raven J. (1984). Competence in Modern Society: Its Identification, Development, and Release. Oxford: Oxford Psychologists Press. 63 p.

Rodgers K. R. & Freiberg, J. (2002). Freedom to learn. M.: Meaning. 168 р.

Semichenko V. (2001). Psychological aspects of professional training and postgraduate education of teachers. Postgraduate education in Ukraine. No.2. рp. 54-57.

Spencer L. M., Spencer S. M. (1993). Competence at work: models for superior performance. New York: John Wiley. pp. 13-26.

Sysoeva S. O. (2000). Technologization of educational activity in the conditions of continuing professional education. Continuing professional education: problems, searches, prospects: monograph; for order. I.A. Zyazyun. Kyiv: VIPOL. pp. 249-273.

Zyazyun I. A. (2000). Continuing education: conceptual principles and modern technologies. Creative personality in the system of continuing professional education: materials of international Science. conf. (May 16-17, 2000, Kharkiv); for order. S.O. Sysoeva and O.G. Romanovsky. Kharkiv: KhDPU, рр. 8-16.

Zyazyun L. I. (2006). Self-development of the individual in the educational system of France: a monograph. Kyiv; Nikolaev: Publishing house of Moscow State University named after Petro Mogyla, 388 p.

Descargas

Publicado

2022-03-24

Cómo citar

Potapchuk, T., Prima, D., Yana, L. ., Serhii, Z., Roslavets, R., & Prima, R. (2022). Aspectos de las lecturas de los profesores de educación de gicher para el desarrollo profesional continuo. Revista Tempos E Espaços Em Educação, 15(34), e17204. https://doi.org/10.20952/revtee.v15i34.17204

Número

Vol. 15 Núm. 34 (2022): Publicação Contínua

Sección

Artigos

Licencia

À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.