Relationship of representations about the object of activity and time perspectives for teachers of different ages

Lyudmila Zheldochenko,Oksana Nikolenko,D Rudoy,A Olshevskaya,V Kankhva

doi:10.1051/e3sconf/202021018079

Lyudmila Zheldochenko, Oksana Nikolenko + Show 3 more

Open Access

https://doi.org/10.1051/e3sconf/202021018079

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Abstract

The article analyzes the problem of professionalization of the individual in pedagogical activity. The results of an empirical study of the ideas of teachers of different ages about the object of their professional activity are presented. It is shown that at each stage of professionalization, with an increase in the length of teaching experience, the assessment of the attitude to time changes, and through this – the assessment of the individual's attitude to the surrounding reality in General, as well as to himself, his experience and future prospects. Significant relationships between indicators of teachers ' perceptions of the object of professional activity and indicators of the time perspective of teachers of different ages are shown. The study involved 148 College teachers. Work experience varies from 1 year to 40 years. Age limits from 20 to 63 years. To confirm the research hypothesis that there may be significant relationships between professional ideas and time perspectives among teachers of different ages, we used a set of methods, including: "Questionnaire aimed at the study of ideas about the object of activity (E. I. Rogova)," F. Zimbardo's time perspective Questionnaire (ZTPI)". Methods of mathematical and statistical processing, presentation of the obtained data: descriptive statistics, determination of the reliability of differences: according to the Kruskal-Wallace criterion. Empirically, it is established that there are significant relationships between the assessment of attitudes to time and ideas about the object of activity in teachers of different ages.

Highlights

Тhe problem of professional development of a teacher, today, is more relevant than ever
Pryazhnikova notes that "professional self-determination"of an individual as a process has different tasks depending on the stage of professional development and the person's belonging to a certain professional group
3 Purpose of research The purpose of this study was to study the professional development of a person in teaching, as well as to identify significant relationships between the ideas of the IOB object of activity and the time perspective of teachers of different ages

Summary

Introduction

Тhe problem of professional development of a teacher, today, is more relevant than ever. Professional self-determination is a subject of constant research interest for scientists and practitioners Such concepts as selfrealization and self-actualization are close to self-determination in Russian and foreign psychology. Zeer defines "professional self-determination" as an active and long-term process of choosing a profession, internal psychological grounds and the result of this process. A person builds and corrects their professional intentions and plans, makes professional choices and carries out their professional development This process is influenced by objective and subjective factors, the most important of which are the subjective characteristics of the individual, as well as the specifics of professional activity. The development of professional ideas depends on the student's personal self-determination, the development of his life plans, individual characteristics, cognitive activity, values, ideals, and interests [6, 7]

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