Personal Development Of Teachers Research Articles

Personal development of future teachers through resilience, emotional development and well-being using experiential learning

ABSTRACT The purpose of this paper is to present the design, implementation and evaluation of the Personal Development through Resilience, Emotional Development and Well-being (PD-REW) project. This is a personal development project aimed at teachers in training, which contains elements of resilience, emotional development and well-being. It is based on the need to work on the personal development of teachers, so that they acquire content and strategies that will be useful at a personal and professional level, since it will allow them to empathise with their pupils in adverse situations. The project relates personal development with the promotion of inclusive education. In order to achieve this, theoretical/practical work is combined with experiential learning processes. For its implementation, a quasi-experimental study has been carried out with a pre-test-post-test design, with the participation of 104 students of the Degree of Teacher of Infant and Primary Education. The results show a significant increase in the level of resilience, emotional development and personal well-being, showing a positive relationship between resilience and personal well-being. Therefore, it is concluded that the PD-REW project is effective for the personal development of student teachers.

Professional and personal development of newly-qualified teachers as a factor in sustainable development of the region

Introduction. The article is devoted to the problem of newly-qualified teachers’ professional development. The aim of the study is to identify the difficulties of novice teachers during their adaptation in educational settings of the region and to substantiate the ways to improve the quality of initial teacher education in the system of continuous teacher education. Materials and Methods. The methodological basis of the study consists of contextual biographical and cluster approaches. The contextual biographical approach involves studying teachers’ professional biographies in the system of continuing education, taking into account complex external conditions. The cluster approach defines the principles of interaction between various stakeholders within the regional community in order to ensure the sustainable development of the regional educational system. In order to achieve the research goal, the following methods were used: theoretical (analysis of scholarly literature, comparison, generalization) and empirical (online questionnaire, focus group method, method of independent expert assessments). Results. Based on the analysis of scholarly literature, the authors provide their definition of professional and personal teachers’ development as a basic component of their professional development during the period of initial teacher education and at the initial stage of professional development. The authors argued that the main difficulty of novice teachers during the adaptation period is their interaction with various subjects of the educational process at school - students and their parents. The article substantiates the necessity of creating a regional educational cluster as an effective mechanism for improving the quality of initial teacher education at different stages of continuous teacher education. Conclusions. Based on the authors’ idea about professional and personal development of teachers as a basic component of their professional development in the initial period of their working life, the study reveals the main difficulties of novice teachers during their adaptation in educational settings of the region, overcoming of which requires changes in the system of psychological, teacher and methods education at universities and colleges. As an effective mechanism for improving the quality of teacher education, the authors substantiated the idea of creating a pedagogical scientific and educational cluster in the region, which unites the participants of the territorial educational community interested in providing the regional education system with highly qualified teaching staff.

Features of the implementation of support for the professional and personal development of teachers in the work of the scientific and methodological service of a general education organization

Scientific and methodological work in school is reaching a new level in modern conditions of digital transformation of education. Teaching is one of the few professions that require constant development, selfimprovement and compliance with modern requirements. The effectiveness of a modern educational organization primarily depends on the professional and personal characteristics of specialists. Professional growth of a teacher is one of the highest priority areas of scientific and methodological work of the Secondary School “Education Center ‘Samson’ ”. The article describes the experience of organizing scientific and methodological work in the Samson Center to support the professional and personal development of teaching staff. The features of organizing such work in a digital educational environment are revealed. Particular attention is paid to the coherence of interaction between the management team of a general education organization in implementing support for the professional and personal development of teachers.

INVESTIGATING STUDENTS' - FUTURE TEACHERS' VIEWS ON THEIR INTERNSHIP: BENEFITS AND CHALLENGES

<p>In several countries worldwide, the internship is part of teacher education programs and aims at the professional and personal development of teachers. In Greece, the Pedagogical Departments of Primary Education (PPT) include in their curriculum the students’ practical education which is an internship supervised and supported by teachers - mentors. Through this process, students gain the opportunity to acquire more knowledge of teaching and improve the needed skills, attitudes and values associated with the efficient performance of their job. This case study seeks to unearth the benefits of the internship program and also intends to explore the potential obstacles encountered by students - future teachers during their internship. The qualitative method of research using the semi-directed interview tool was adopted to study the opinion of students - future teachers about the internship program. The survey involved eleven students - future teachers of the Department of Education and Social Work of the University of Patras, who participated in internships in schools in the region of Patras. The results showed that students - future teachers benefited from the development of integrated teaching skills with the proper guidance and support of mentors, yet they simultaneously indicated some potential inhibitory aspects and challenges which arise through their relationship with mentors.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0989/a.php" alt="Hit counter" /></p>

Development of primary school teachers` skills to accompany pupils in projects and research

Introduction. It is known that teachers experience difficulties in organizing and accompanying the project and research activities of schoolchildren. This happens at all stages, starting with the formulation of a problem that must be solved in a project or research. Teachers do not know how to accompany the project and research activities of pupils and therefore do not provide the formation of their skills and abilities to perform such activities. Aim. The purpose of the article is to analyze the features of approbating an innovative model of the advanced training process, which ensures the formation and development of teachers' skills in pedagogical accompaniment of project and research activities of pupils. Methodology and research methods. The research sample consisted of a group of 57 teachers of the Republic of Kazakhstan. A meaningful interpretation of the performance indicators of the participants was carried out on a daily basis. To analyze the significance of the results obtained, the Pearson's statistical criterion χ2 was used. When processing daily assessments, data for adjacent days were compared. In addition, a comparison was made between the data representing the grades before the start of the first session of the development courses with the data characterizing the grades immediately after the end of the second session of these courses. Results. The study uses an original model of teachers' professional development, which includes three functional subsystems: providing a value-semantic basis for the development of teachers; promoting the optimal development of their consciousness; organization of full-fledged joint activities that are significant for the participants. A program of courses for the professional and personal development of teachers has been developed. The results of diagnostics at the final stage of the experiment demonstrated the development of primary school teachers' skills to accompany the project and research activities of pupils. Pearson's χ2 criterion was used to determine if participation in the courses influenced teachers' mastery of basic concepts. It was found that the probability distributions of the assimilation of these concepts before and after courses differ statistically significantly at the level p=0,01. Discussion and conclusion. This study presents a model of mentoring and interactive professional development of teachers in an innovative process of improving their qualifications. This model is an alternative to the cascade model most often used in practice. Such system can become an effective part of the mechanism of lifelong pedagogical education.

Digital Educational Environment of the University as a Stimulating Factor of Professional and Personal Development of the Future Teacher

Digital transformation has an active impact on all aspects of a person’s daily life, including education, providing opportunities to improve the quality of teaching, the use of digital technologies. The role of the digital educational environment of the university as a space designed for collaboration, dialogue, discussions between fellow students, students and teachers is actualized. The purpose of the article is to study various approaches to understanding the category of “digital educational environment of the university”, revealing its essence, structure and opportunities for professional and personal development of the future teacher. The scientific and theoretical analysis of the concept of “digital educational environment of the university” allowed us to consider it as a managed, dynamic, interconnected, constantly developing network community of students, teachers, tools and content aimed at providing various educational tasks. The digital educational environment of the university performs a number of functions: informational, educational, communicative, social. The paper examines the pedagogical possibilities of the university’s digital educational environment as a resource for the professional and personal development of a future teacher. It is concluded that the creative application of a complex of information technology, educational and methodological tools in the educational process allows influencing the formation of methodological culture, key competencies and abilities of future teachers and ensuring the effectiveness of professional and personal development of the teacher. The effectiveness of professional and personal development is greatly influenced by the teaching staff, a positive climate, and a benevolent atmosphere for solving tasks together.

Design of Auxiliary Teaching System for Preschool Education Specialty Courses Based on Artificial Intelligence

In order to improve the data retrieval accuracy of preschool education major curriculum, this paper designs an auxiliary teaching system for preschool education specialty courses based on artificial intelligence. 2000 preschool education teachers and 3000 students in M city were selected to conduct a questionnaire survey to analyze the application status of artificial intelligence technology, advantages and disadvantages of assisted teaching, obstacles and training intentions of assisted teaching, and the impact on the personal development of teachers and students. Using artificial intelligence technology to improve the shortcomings of existing preschool education professional courses, through the Vue.js technology in the artificial intelligence method to achieve the MVVM mode sharing of preschool education professional courses, using MySQL database to achieve multiuser multithread operation of preschool education system, using MySQL data to complete data storage, C# was used as the programming language to design the learning module of preschool education professional courses, and the artificial intelligence-based preschool education professional course auxiliary teaching system was designed. The experimental results show that when the retrieval quantity of curriculum resources is 600 GB, the response time of resource retrieval of the designed system is 7 s, and the retrieval accuracy of curriculum data of education major can reach 95%. The performance of the system is good.

Post pandemic Era: English Language Teachers’ Perspectives on Using the Madrasati E-Learning Platform in Saudi Arabian Secondary and Intermediate Schools

Despite numerous studies on the sudden need to switch from conventional classroom-based education to e-learning during the COVID-19 pandemic, general agreement on the method’s efficacy, advantages, disadvantages, challenges, and opportunities has not yet been reached. Investigating the perspectives of a wide range of teachers on this subject is therefore important. This study investigates the perspectives of English language teachers who use the Madrasati online teaching platform in secondary and intermediate schools. Its data was gathered via a questionnaire survey which was distributed to 24 male and female teachers. The findings showed that, while most teachers’ initial response to online learning was negative, over time, their views became more positive. The teachers reported that the Madrasati platform built pupils’ independence and provided major advantages to the educational system. It made marking homework faster and more efficient and facilitated communication with school administrators and pupils’ parents and helped the personal development of teachers and pupils. The study found that the Madrasati platform provided opportunities for self-education, learner autonomy, and acquiring English outside the conventional face-to-face classrooms which can be built upon.

УПРАВЛІННЯ НОРМАТИВНО-ПРАВОВИМ ЗАБЕЗПЕЧЕННЯМ ПІДВИЩЕННЯ КВАЛІФІКАЦІЇ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ В УКРАЇНІ

Reforming the education system of Ukraine in accordance with the concept of high-quality, modern and affordable general secondary education "New Ukrainian School", the needs of society to provide quality educational services impose certain requirements on the professional level of teaching staff. Pedagogical workers are the driving force of the reform, therefore special attention is paid to the system of professional development, which is a component of adult education. The system of professional development should contribute to the continuous professional and personal development of teachers, the formation of their own trajectory of professional development, be advanced. The article analyzes the normative legal acts regulating the professional development of pedagogical workers in Ukraine. According to the Law of Ukraine "On Education", teaching staff are obliged to constantly raise their own professional and general cultural level and pedagogical skills. Continuous professional development is one of the labour functions of a teacher, determined by professional standards. In addition, certification of teaching staff is impossible without advanced training. The approval of the order of professional development allows to determine the types, forms, volume and periodicity of professional development, the procedure for recognizing the results of professional development, and also gives teachers the opportunity to independently choose the forms of education, educational programs and subjects of professional development. Payment for professional development of employees is guaranteed by the state. Municipal institutions of postgraduate education, financed from the relevant budgets, meet the needs of the regions to improve the skills of pedagogical personnel. In addition, the legislation provides for the possibility of attracting other sources of financing, such as the state budget, own income of educational institutions. Significant changes in legislation that have occurred in recent years have created favourable conditions for continuous professional and personal development of pedagogical personnel in Ukraine. At the same time, the analysis of the mechanism of planning advanced training by educational institutions showed the need to make changes to the Procedure for advanced training in order to clarify it, as well as the need to update the provision on the certification of teaching staff.

On the results of the development of the skills of primary school teachers to pedagogically accompany research (project) activities

"This article is a continuation of the theoretical research presented in the previously published works of the authors, which provides the rationale for the conditions that provide initiation and support for the understanding of the value-semantic foundations of pedagogical support of students, the formation, development and maintenance of the subject-subject nature of the activities of teachers and students. This study presents the results of approbation of research work on the development of the skills of primary school teachers to pedagogically accompany the research (project) activities of students. Based on the theoretical model and the concept of development of primary school teachers, providing the formation of skills to pedagogically accompany the research (project) activities of students «presented in a previously published work, the authors have developed and tested a program of advanced training courses for teachers» Pedagogical support of extracurricular research (project) activities of primary students classes «. The experience of organizing courses for the professional development of teachers on the formation of skills to carry out pedagogical support of research (project) activities of students is analyzed. The implementation of the practical part of the advanced training courses for teachers was of a complex design and research nature and was carried out in the form of on-line meetings using distance educational technologies. The approbation was implemented in stages and consisted of the following five stages: 1) preparation and training of tutors for courses of professional and personal development of teachers; 2) conducting the first session of courses on professional and personal development of teachers; 3) the practice of initiating project and research activities of students by course participants; 4) holding the second session of courses on professional and personal development of teachers; 5) organization of the International Summer School «Design and Research for the Future». "

ПРЕДИЗВИКАТЕЛСТВА ПРЕД ОБРАЗОВАНИЕТО – ИНОВАЦИИ, УМЕНИЯ И ЕФЕКТИВНОСТ

This article presents new trends and challenges for education – effective and necessary for the times in which we live. Today, more than ever, as professional teachers, we need to guarantee every student and parent the values of education and a calm school environment. We need new tools to meet new challenges, to stimulate and inspire our students so that they can reach their full potential, feeling confident and at ease that they are in safe hands. Diversity today is the focus of the evolutionary process of quality, which is certainly difficult, problematic, painful, and yet real. We need to apply strategies, methods that prepare pedagogical specialists to apply traditional education in a new, modern way, emphasizing the positive. It is important to skilfully develop our digital skills that will be useful in classroom work and personal development of teachers and students, worthy of every European citizen. A priority for new trends in education is positive education, building strong teachers with „soft skills“ and the opportunity to always face the challenge of flexibility, looking for non-standard solutions, changing plans, taking advantage of all opportunities in the environment, and helping. The article focuses on the possibility of building „soft skills“ in teachers and students working on a common goal – building mutual trust, discipline, perseverance, motivation, and interest in learning.

What are the Purposes of Teachers for Using the eTwinning Platform and the Effects of the Platform on Teachers?

Abstract: This study is a qualitative case study research, determining the purposes of teachers to use the eTwinning platform and to examine the effects of the platform on teachers. The study group consisted of 15 volunteer teachers who carried out eTwinning projects rewarded with quality labels. In the study, the data were obtained through a semi-structured interview form, and the content analysis method was used in the data analysis. According to the results obtained, it was concluded that teachers used the eTwinning platform in order to make projects, participate in online courses, contribute to their professional development and collaborate. The platform has a great contribution to teachers both personally and professionally. As a result, it is obvious that the eTwinning platform is very useful for teachers. The platform is so effective that it contributes to the professional and personal development of teachers, and even changes their perspective on the profession.

Personal style of cognition (cognitive traction) and the level of involvement of the student (engagement) in the assessment and development of digital competencies of the teacher

The article presents the results of the intermediate stage of the research conducted within the framework of the project of the Russian Foundation for Basic Research No. 19-29-14030 ”Cognitive models and algorithms for the formation of digital competence of a teacher in the conditions of digitalization of general education”. The project is aimed at improving the effectiveness of the teacher’s activities in the context of digitalization of education by developing the digital competence of the teacher through the introduction of cognitive models and algorithms for evaluating the digital competencies of teachers and making decisions on the design or adjustment of professional development programs. The current state of the problem of professional and personal development of teachers in the context of digitalization of education, their digital competence, approaches to the identification of digital competencies and their assessment is studied, conceptual approaches to the identification of digital competencies of teachers are defined and the main indicators of their assessment are developed. At the second stage (2021), a structural model of the organization of professional development of teachers is being developed, taking into account the requirements of digitalization of general education on the basis of a competence-based approach. There is also the task of developing a cognitive model of the advanced training program (ATP), which allows us to take into account the strength of the links between the studied modules and digital competencies based on the application of an algorithm for assessing the significance of disciplines. The results of this work are proposed for discussion in this article.

Социально-педагогическое проектирование внеурочной деятельности как актуальная проблема современного образования

This article makes an attempt to prove the importance of the theoretical substantiation of the socio-pedagogical design of extracurricular activities from the standpoint of the professional and personal development of teachers of a general educational organization, included in the organizational forms of pedagogical interaction. The main attention in the work is focused on the description of the model of social and pedagogical design, the conditions for its implementation in the educational organization.

Социально-педагогическое проектирование внеурочной деятельности как актуальная проблема современного образования

This article makes an attempt to prove the importance of the theoretical substantiation of the socio-pedagogical design of extracurricular activities from the standpoint of the professional and personal development of teachers of a general educational organization, included in the organizational forms of pedagogical interaction. The main attention in the work is focused on the description of the model of social and pedagogical design, the conditions for its implementation in the educational organization.

ПСИХОЛОГІЧНІ УСТАНОВКИ, КОМПЕТЕНЦІЇ ТА ОСОБИСТІ ЯКОСТІ ВИКЛАДАЧА ЯК ФАКТОР РОЗВИТКУ МАТЕМАТИЧНОЇ ОБДАРОВАНОСТІ УЧНЯ


 
 
 The article deals with the problem of the role of professional competences, personal characteristics and psychological attitudes of the subject-teacher in the development of mathematical giftedness of students. The substantiation of the competence model of a teacher working with mathematically gifted children is presented. The urgency of the problem of formation of necessary competences for work with mathematically gifted students is substantiated. The three-level model of teacher's professional competence is considered as a set of key professional (reflecting the specificity of a certain professional activity, in our case - pedagogical) and special (reflecting the specificity of working in different conditions of professional activity with talented children) competencies.Within the competency model, the components of the cognitive, behavioral, and value components are examined. The role of the psychological ettitudes of the teacher in the motivational component of the educational process is substantiated. A number of problems of professional and personal development of teachers in the organization of teaching of mathematically gifted students have been identified. Recommendations are given for the construction of a postgraduate teacher education program aimed at the discovery and psychological and pedagogical support of mathematical talent.
 
 

Development of Socio-Emotional and Creative Skills in Primary Education: Teachers' Perceptions About the Gulbenkian XXI School Learning Communities Project

In recent decades, several authors have warned of the need to equip students with skills that include critical thinking, creativity, and emotional management. Emotions can facilitate or impede children’s academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Teachers are the main emotional leaders of their students, and the foundation for promoting emotional balance within their groups is their ability to recognize, understand, and manage their emotions. The SEL approach defends that, as with academic skills, the development of social and emotional skills must be accomplished through explicit instruction. In the academic year 2014/2015, three schools in the Portuguese region of the Alentejo began an innovative four-year project to promote change in learning. The main goal was to improve learning by promoting the acquisition of basic knowledge within the formal curriculum and to stimulate the development of analytical and practical reasoning skills, resilience and responsibility, as well as technological, emotional, social and creative skills. To this end, the research team created two programs to be developed in primary school, the Emotional Literacy Program (ELP) and the Creative Thinking Development Program (Flow) as well as a training program for teachers, Mediators for Well- Being Program. This article details a study analyzing the perceptions of primary school teachers who participated in the project. Data were collected by interviews and teachers’ reflections were analyzed. Content analysis was chosen as the analytical technique as it is appropriate for treating qualitative data. The results show very positive impacts on the professional and personal development of teachers. Teachers reported improvements in student behavior, in the relationships between them and in the classroom environment. They further emphasized the need for teachers to receive more training in emotional education in their academic and in service education.

Ресурс самоменеджмента в повышении профессиональной жизнеспособности и развитии управленческой культуры педагогических работников

The article discusses issues related to the problems of professional viability of an education worker in an electronic information and educational environment. Self-management and time management are considered as tools for the professional and personal development of teachers. The theses are confirmed with the research study results of the faculty of the Department of Educational Systems Management named after T. I. Shamova of MPGU.

Efficient Digital Practices of Supplemental Vocational Education

Increasing importance and expansion of spectrum of functions of continuing education system in the era of digitalization will facilitate steady vocational and personal development of teachers. Searching for new pedagogical designs of supplemental vocational education can be considered as a force of sustainable development of occupational quality of teachers. In this context, the main aim of this work is to present one of significant constructs of such design of the system of supplemental vocational education: educational e-course. The main research methods are theoretical analysis of psychological and pedagogical, sociological and philosophical sources, analysis of actual data. The obtained result is the structure of educational e-course developed with consideration for decease in teachers’ labor consumption with obligatory preservation of education quality. Expert appraisal of the presented digital construct is based on reviews by teachers of educational entities, where advantages of electronic approach to development of educational course are mentioned and overall efficiency of such education is demonstrated.

Modern Approaches to Teacher Performance Assessment. An Overview of Foreign Publications

The need to develop a national teacher growth system requires that the existing approaches to assessing the quality of teaching be analyzed. This article provides an overview of foreign publications devoted to the problem of teacher performance assessment. Two major approaches are described: assessing teacher performance through student achievement and formative assessment based on teacher observation and follow-up feedback. Foreign researchers believe that there is no reason to expect that student achievement will be in complete alignment with the size and quality of teacher effort, as too many factors beyond the teacher’s control are in play. Some researchers suggest ways to increase the validity of using student attainment data in assessing teacher performance. Formative assessment of students is being gradually introduced into instruction processes, but formative assessment of teacher performance is only beginning to emerge in school practices. This article explores the methods and techniques of formative teacher assessment and presents the first findings on their opportunities and limitations. Most authors of the publications discussed here agree that the system of teacher performance assessment should be organized to foster the professional and personal development of teachers.