Professional Activity Of Teacher Research Articles

Study of digital approach in education and psychology among selected users in Ukraine

The purpose of the article is to study the digital approach in pedagogy and psychology of the future, to characterise the main trends and globalisation challenges that will accompany this process in the future. The scientific research methods used for the study are survey (with a coverage of 300 people), analysis, synthesis. Descriptive statistics, correlation and thematic analysis were used to summarise the quantitative results. The results of the study indicate that significant transformations are observed at the level of interaction between mentors and students, in the process of shaping the content of education and using tools for knowledge transfer. Until now, the focus of digital technologies has been on the interaction between teachers and students, but in the modern context, this approach has evolved into comprehensive horizontal communication within the educational community. The results of the study confirm that the use of digital tools is a productive and useful measure, which is recognised by most respondents. At the same time, a significant number of respondents use digital tools on a regular basis, even daily or several times a week. This indicates a high level of integration of digital technologies into the work of teachers and psychologists in general. It is important to note that, unlike European and American colleagues who actively introduce elements of artificial intelligence into the educational process and activities of psychologists, Ukrainian respondents mainly focus on the use of online platforms such as Zoom, Microsoft Teams, Google Meet, Moodle, Google Classroom, etc. This is in line with current trends in assessing the impact of digitalisation on the professional activities of teachers and psychologists. The conclusions indicate that it is equally important to further develop research in the direction of using foreign experience that actively implements the capabilities of artificial intelligence.

Possibilities and prospects for the professional development of university teachers in the conditions of digitalization

Relevance. The relevance of the study is due to insufficient study of the issue of implementation of measures to develop the professional competences of university teachers, taking into account available digital technologies and gadgets in the Republic of Kazakhstan.Purpose. This article is aimed at identifying the most promising teacher training programs, taking into account the mass digitization of the educational environment, which can practically lead to an increase in the efficiency of higher education in Kazakhstan and, as a result, contribute to the economic development of the state.Methodology. The leading approach to the study of this problem is the method of a natural experiment, with the help of which it was possible to assess the effectiveness of classical and innovative methods of professional development of university teachers. In addition to the natural experiment method, the article used system analysis, logical analysis, synthesis, deduction, classification, comparative analysis, observation and interviewing of respondents.Results. The article presents the results of a cross-sectional study: the digital literacy skills necessary for a university teacher are described, which allow for the safe and productive use of digital technologies and gadgets, the five spheres of a university teacher's activity are presented, which are constituent elements of a teacher's professional activity, formal and informal ones are disclosed educational events aimed at the development of professional competences, two educational programs were developed and implemented; a comparative analysis of the results of the survey of respondents and their assessment of the effectiveness of the completed programs was carried out, the parameters for evaluating the prospects of the teacher's professional development in the conditions of digitalization were proposed.Conclusions. The materials of the article represent practical value, as in practice they demonstrate the effectiveness of digital technologies used for the professional development of university teachers.

THE MOTIVATION COMPONENT OF READINESS FOR PROFESSIONAL ACTIVITIES IN THE APPLICANTS FOR HIGHER PEDAGOGICAL EDUCATION

The motivation component of readiness for professional activities in the applicants for higher pedagogical education is investigated. The relevance of the research stems from the fact that in the process of a teacher's professional activity, his/her motivation becomes an essential aspect of the specified activity. Therefore, one of the key problems of psychological and pedagogical science is connected with the study of the motivational sphere of the participants in the educational process as a leading factor in the effectiveness of educational activities. This, in turn, involves the study of realized motives involved in the formation of a personality, being a unique and free entity capable of self-determination as an important component of readiness for a certain activity. Readiness for pedagogical activity is understood as an integral formation of the personality, which consists in a focusing on pedagogical activity, arising on the basis of a positive attitude towards such activity and being conditioned by personality needs and sustainable motives, by awareness of the social significance of work, as well as by presence of professionally important and socially significant qualities, that ensure proper performance of professional duties. It was found that the motivation for the teacher's professional activity reveals a complex structure and hierarchy, and the teacher's activity is prompted by several motives forming a motivational complex that makes up a system or hierarchy of motives. In order to study the motives of future professional activity in the students of pedagogical specialties, a study of student motivation for obtaining higher education at Zhytomyr Ivan Franko State University in 2021-2022 was conducted. It was determined that the motives that occupy the leading place in the professional activity of a future teacher are being constantly actualized, act and exert a significant motivational influence on human activity; these are real motives. Some other motives, located at the bottom of the hierarchy of motives, have little influence on human activity and are often not detected at all; these are potential motives that can be actualized under certain circumstances.

The essence and specifics of organizing the teachers training for children with disabilities

In the article, to research the place of inclusive competence in the professional training of future teachers, the ways of forming inclusive competence in the professional training of future teachers, and the development of pedagogical conditions for the formation of inclusive competence, we found out the state of inclusive readiness of future students for inclusive activities among students. The results of the ascertainment experiment showed the need for the formation of inclusive competence in future teachers as early as possible and to continue throughout their lives with the aim of highquality inclusive education of students. For the formation of inclusive competence of future teachers, we identified the components of inclusive competence, clarified the place of inclusive competence in society and the teacher's professional activity, revealed the content of axiological, anthropological, holistic, personal, activity, differentiated, competence approaches, clarified important principles and developed and implemented pedagogical conditions for the formation of inclusive competence with the aim of quality inclusive education of students. As a result of the conducted research, we observe a higher formation of inclusive competence in the experimental groups than in the control groups.

APPLICATION OF THE CASE METHOD IN THE PROCESS OF STUDYING THE COURSE “METHODS OF MATHEMATICAL PHYSICS”

The article considers the use of case-study method while studying of the topic “Equations with partial derivatives of the hyperbolic type” from the course “Methods of mathematical physics”. The requirements for the educational institutions are outlined in accordance with the concept of mathematical education in Ukraine. The emphasis is placed on the system-activity approach to the learning process. Attention is focused on the necessity to use the method of problem-based learning and one of its forms – the case method. There has been analyzed the concept of a case. There have been described the advantages of the case-study method and the system of requirements for it. There has been revealed the importance of choosing the topic “Equations with partial derivatives of the hyperbolic type” related to its applied nature. The article demonstrates the main stages of the research work of students of the Faculty of Physics and Mathematics in establishing the minimum conditions for the solvability of a mixed problem for a linear homogeneous hyperbolic equation. The paper also identifies and characterizes the main groups of results to be processed. The investigation indicates the selection criteria that help to establish the minimum conditions for the existence of a solution of a mixed problem for a linear homogeneous hyperbolic equation. The results of the research are presented in the form of a table. The research presents the main statements recognized as the best conditions corresponding to the set goal of the study. The originality of the method of proving statements and the skillful combination of two important topics of the course “Methods of mathematical physics” – “Equations with partial derivatives of the hyperbolic type” and “Integral equations” are noted. Application of the case-study method makes it possible to activate the learning process, to form positive motivation and to renew the creative potential of teachers. Proven research work within the course “Methods of mathematical physics” provides a solid basis for using the case method in the further professional activities of teachers. Along with this, the theoretical and methodical preparation of case technologies in institutions of higher education requires further improvement.

TEACHER PREPARATION FOR THE IMPLEMENTATION OF INNOVATIONS IN THE EDUCATIONAL PROCESS OF THE NEW UKRAINIAN SCHOOL

The question of the teacher's readiness of the general secondary education institution for innovative educational activities in the conditions of the implementation of the "New Ukrainian School" concept was investigated. The need to implement systematic work in the institution of postgraduate pedagogical education regarding the preparation of teachers for innovative activities is substantiated, where the basis of knowledge, skills and values necessary for the implementation of successful and effective innovative activities can be obtained by a modern teacher-practitioner, first of all, in an institution of postgraduate education, a training system in which built on andragogic principles. The purpose of the article is the actual problem of defining the conceptual foundations of teacher training for the introduction of innovations in the educational process of a general secondary education institution in modern conditions of postgraduate pedagogical education. Criteria for assessing the level of teacher readiness for innovative activities have been developed to diagnose the teacher's readiness to implement innovations. Where the motivational and value component expresses the degree of formation of interest and motivation in the field of application of innovative technologies in the teacher's professional activity; the intellectual-cognitive component provides for the formation of the teachers' knowledge system on innovative activities; the activity-creative component determines the readiness of teachers for innovative activities according to the level of formation of certain skills. the analytical-reflective component involves the readiness of teachers for innovative activities through the assessment of comprehension, self-analysis, critical thinking, reflection and correction of activity results. For the successful implementation of innovative educational activities in the professional development programs of teachers of various specialties, lectures and practical classes are provided, dedicated to the search for educational innovations, adaptation to the conditions of the institution and their introduction into the educational process in the New Ukrainian School. It has been found that the successful and effective implementation of innovations in the educational process of general secondary education institutions in the context of the implementation of the tasks of the "New Ukrainian School" concept is impossible without a trained teacher who understands its content aspects and sufficiently possesses the necessary general and professional competencies.

ПРОБЛЕМА АКСІОЛОГІЗАЦІЇ ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ В НАУКОВИХ СТУДІЯХ

The article analyzes some aspects of axiologising the professional training of the future primary school teacher, presented in scientific studies. The problem of value orientation of higher pedagogical education, axiologising professional training of the future specialist, formation of his worldview position, value-targeted guidelines conceptualizing pedagogical activity, giving it meaning, integrity, universality and uniqueness is updated. The scientific discourse supports the opinion that the process of value formation of a future teacher at the stage of professional and pedagogical training involves a purposeful, systematic movement through cognition, value comprehension and evaluation to the creative transformation of knowledge, the formation of the ability for constant self-development and self-improvement, and the formed value orientations are the basis of formation value attitude of the individual to the future pedagogical activity. Attention is focused on defining the basic values of university education, which act at each stage of professionalization as moral imperatives and are the basis for self-organization and self-development of pedagogical activity, teacher-student interaction. An overview of the scientific ideas of the famous Ukrainian teacher, scientist O. Savchenko regarding values in the professional activity of a teacher, where, based on the idea that values characterize the socially and personally significant meanings of a teacher's professional activity, the addition of the theory and practice of the development of professional values of a teacher by filling new meanings of axiological concepts is emphasized, conclusions are made regarding the system- forming nature values in the activity of the teacher. It is summarized that positive changes in society indirectly depend on similar changes in the system of professional education, humanization of social life and humanization of education - on the axiological basis of the teacher, where the main criterion is his professional training from the standpoint of awareness of the realities of the modern world, axiological priorities as socially and personally significant meanings that actively stimulate the professional and pedagogical training of a modern primary school teacher in the conditions of personally oriented education.

State of health among academicians of higher medical and postgraduate educational organizations

BACKGROUND: The work of the teaching staff and department head is associated with great emotional stress, prolonged attention strain, and possibility of computer radiation exposure that affects vision.
 AIMS: To characterize the state of health of teachers of higher medical and postgraduate educational organizations.
 MATERIALS AND METHODS: During the study, content analysis, analytical methods, direct observation, organizational experiment, copying data from information and statistical documents, expert assessments, and questionnaire and personalized survey were conducted. In total, 1209 questionnaires were processed during the study (each teacher and head filled out 3 questionnaires). The main importance was on the state of health.
 RESULTS: Various diseases, regardless of the workplace, were detected in 76.6% of the interviewed department heads and 75.6% of the teachers. Risks for morbidity with central nervous, cardiovascular, and musculoskeletal diseases increased with work experience, indicating the relationship between morbidity and professional activities of teachers and department heads. The results showed that teachers and department heads do not always undergo regular medical examinations, which causes health deterioration and subsequently negatively affects the desire to improve their competencies.
 CONCLUSIONS: Insufficient preventive work in various educational organizations contributes to high levels of morbidity among doctors, especially nervous system disorders, leading to the syndrome of psycho-emotional burnout in the department heads of medical higher and postgraduate educational organizations.

Updating the professional profile of the modern teacher: the results of a regional study

The article presents the results of expert assessment of the importance of professional competencies for successful educational activity by the teachers of the regional system of secondary education. A theoretical review of the scientific literature on changes in general education and their impact on the professional activities of teachers, as well as the content of the current Russian professional teacher standard provided a methodological basis for the research tools of the current professional profile of the modern teacher. The expert survey and statistical data analysis procedures performed using SPSS software (version 23) allowed us to identify the latent factors that determine new important details of the professional profile of a secondary education teacher. The results of the study are the basis for the development of additional educational resources, professional development courses, internships in the system of supplementary secondary teacher education. Considering the requests of the professional teaching community, which faces staff shortages, it is possible to improve the quality and efficiency of educational organizations of the regional system of secondary education.

DEVELOPMENT OF MEDIA COMPETENCE IN THE CONTEXT OF PERSONALITY EDUCATION

The article analyzes modern approaches to the development of media and human potential. It presents a modern European approach to digital tools in the educational process, especially in the professional activities of teachers, supporting new levels of communication and interaction for all participants in the educational process, as well as digital subjects of the educational process aimed at developing competencies. The study used the theoretical method of historical and pedagogical analysis, generalization, comparison, study of curricula, other documentation and practices of educational activities, and factual generalization, which allowed us to explore the origins of the concept of "media. Foreign experience in domestic practice is determined by the empirical method - observation and analysis. The results reflect the general state of digital literacy in Ukrainian society, it was determined that the most prepared in this regard are representatives of the age group of students. The categories of media and information and communication competence, structural analysis allowed us to consider the system of competencies based on their basic components. The article focuses on the importance of teachers and students acquiring the knowledge, skills, and abilities to realize and protect their democratic rights and responsibilities on the Internet. According to researches, media literate students should be able to critically and consciously evaluate media texts, maintain a critical distance from mass culture and resist manipulation. Media-literate students should be able to critically and consciously evaluate media texts, maintain a critical distance from mass culture, and resist manipulation.

Digital Educational Environment - the Basis of Digital Tools in the Professional Activities of Teachers

Digital Educational Environment - the Basis of Digital Tools in the Professional Activities of Teachers

Digital transformation and methodological aspects of education

The article studies the conceptual characteristics of education such as informatization, the impact of digital technologies on the goals, objectives and learning outcomes, the components of teacher's professional activity. The modern education system should be innovative marked by continuous education throughout life and self-education and the ability to update its structure in accordance with the requirements of society. New forms of education, in particular, those that implement “lifelong education”, are in demand in modern knowledge society, and the need for methods of educational and cognitive activities of educational subjects and their interaction in the information and educational space is increasing. Since the development of the lifelong education system implies the development and expansion of its constituent parts and the components of the methodological system of education through interaction with the content of the information and educational environment, education must develop and become informationally qualitative, corresponding to the level of the information society. The article emphasizes that in the digitalization and informatization educational system, goals, content, forms, and methods of teaching academic disciplines should be changed. The task of the methodology of education is to study the qualitative and quantitative impacts of digital technologies on the content of the information and educational environment, student’s personality and socioculture of the subject of education. The readiness of a teacher for professional and pedagogical activities in the information and educational environment is considered as professionally and personally significant qualities and ICT competencies. The teacher should creatively solve problems that arise in the educational and cognitive activities of students, be ready for qualitative changes in society and education influenced by digital technologies

Artistry as a necessary component of a teacher's pedagogical professionalism

The article considers the essence of the concept of "pedagogical artistry" as an important component of a teacher's pedagogical skill. That is why the training of pedagogical personnel is so important, as a result of which they must master a high level of professional competence, methodological thinking, general and professional culture, professionally significant personality qualities, and a creative approach to teaching and education.
 Integrating, these qualities form the teacher's pedagogical skill, which ensures a high level of his professional and pedagogical activity on a reflective basis. The fulfillment of this historic mission in the training of pedagogical personnel, so that students mastered the special art of teaching and educating others and self-learning throughout life, was directed by an outstanding scientist, a well-known specialist in the field of new pedagogical technologies of learning and education, economic theory, philosophy of education, the rector of the Kharkiv National Pedagogical University named after G. S. Skovorody from 1980 to 2020 Ivan Fedorovich Prokopenko. He believed that every teacher should possess a set of personal qualities that ensure a high level of self-organization of a teacher's professional activity. Among these qualities, artistry occupies a special place as one of the important professional components.
 Summarizing the views of the authors on the definition of this phenomenon, it was concluded that the teacher's pedagogical artistry is a high level of pedagogical activity, which is manifested in the teacher's ability to vividly, emotionally, uniquely convey the educational material, using all his experience, competence and pedagogical technologies.
 The professional activity of a teacher should include not only friendly communication, harmony of mind and feelings, but also pedagogical mastery at the level of art, which is ensured by a high degree of development of professionally necessary qualities, abilities, skills and, in particular, pedagogical artistry. Therefore, the formation of pedagogical artistry is one of the tasks of training. The result of artistic teaching is the formation of students' motivational and valuable attitude to the content of education. Emotional perception of the material contributes to maintaining sustained attention and interest, deepening the motives of educational cognition, in response to the desire to open up.

Цифровая компетентность педагога как средство управления образовательным процессом в высшей школе

The era of the digital revolution is characterized by a fundamental transformation of the economy and society. Digitalization, acting as a trend in the development of the entire education system, has not bypassed the practice of university management, which, in the face of modern challenges, is forced to search for resources and ways to improve the quality of education of a university and its competitiveness. The Federal State Educational Standard of Higher Education and the professional standard of the teacher declare that the driver of the transformation of managerial actions is the transition from traditional to innovative approaches associated with the digitalization of the educational environment. The use of digital technologies in the training of future teachers acquires a personal meaning for each teacher, and competence in this area becomes an important condition for optimizing the performance of his managerial functions: planning, organization and control. Despite the existing scientific work on the management of the educational process in higher education and the digital competence of the teacher, their analysis indicates the lack of proper justification and characteristics of the system of connections of these significant components in the professional activities of teachers. The study of the effectiveness of the model for increasing the digital competence of university teachers was the purpose of the study on the basis of the Arzamas branch of the National Research Nizhny Novgorod State University named after N.I. Lobachevsky. The experiment was carried out from 2020 to 2021, the total number of participants was 282. Approbation of the model included: participation of the teachers of the experimental group, both in digital competence improvement programs offered by other universities, and in those implemented by the university itself; mastering digital technologies in close cooperation with mentors involved in corporate training. The effectiveness of the experimental model was assessed based on the results of monitoring the levels of digital competence of teachers.

The effects of burnout on the professional activity of teachers

In recent years, burnout has been one of the most discussed mental health issues in modern societies. In a world facing major socioeconomic challenges, people face increasing pressure in their daily lives, especially at work. As a result, managers, employees and workers in a variety of industries and sectors around the world suffer from work-related stress, fatigue and burnout, the most prominent signs of which are often referred to as burnout syndrome. However, burnout is not exclusively work-related, as findings have shown that private life and social support also play a key role (Maslach & Jackson, 1984; Sprang, Clark, Whitt-Woosley, 2007). Professionals working in the public sector have also been found to be at greater risk of burnout than those in the private sector (Sprang, et al., 2007). Exposure factors such as long hours, assignment duration, caseloads, coupled with organizational factors such as lack of autonomy, low peer support, lack of training provide conditions where burnout will permeate inevitably at work in some capacity. The results will affect not only the professional but also the effectiveness of the job and the levels of care and support for the client (Boscarino, Figley, & Adams, 2004; Sprang, et al., 2007).

Axiological Aspect of Professional Training of Future Pedagogues

The purpose of this research work is to identify and state the main components of the axiological aspect of the professional training of future workers in the pedagogical industry, which is able to impart integrity to the entire process of their training. The leading approach is a combination of quantitative and qualitative methodological approaches to the study of issues related to the axiological aspect of the professional training of future workers in the pedagogical industry, in order to determine the main components of the factors affecting the quality and effectiveness of this training and further professional activities of teachers. The main results were: a statement of the necessity to develop and take a set of measures to clarify the existing value criteria of the education system to future teachers at the stage of their university preparation, as well as the acceptance of the fact of the need for the constant practice of future teachers in instilling in students respect for existing values in the context modern education system.

Use of network technologies in the professional activities of adult education teachers in Ukraine

The use of network technologies is fundamental to all professional activities in the field of education in the society of the 21st century. The field of adult education has also been influenced by this trend and network technologies have been acknowledged as basic tools for the improvement of learning opportunities and for the development of the teaching-learning activities themselves. Hence, this paper aims to know about the use of network technologies in professional activities of teachers in the field of adult education in four Ukrainian pedagogical institutions. For this purpose, a questionnaire was passed on about the use of network technologies in the professional activities of teachers in these institutions. Among the main results, it is worth noting that the use of network technologies is relevant in the professional activity of teachers regardless of their age, as well as the widespread use of the computer and the Windows operating system for professional activity. Among the Microsoft applications, Word stands out, used by the entire sample, followed by Power Point and Excel, both of which received more than two thirds of the responses. Google Drive stands out for cloud storage, Viber and Facebook Messenger predominate in messaging services and gmail.com and ukr.net are mostly used for email services, the latter being a specific Ukrainian email service. In conclusion, it is suggested that teachers be trained in a wider range of network technologies to improve their professional activity.

The Relationship between Iraqi EFL Teachers’ Professional development and Their Classroom Management

The present study investigates the relationship between Iraqi EFL teachers’ professional development and their classroom management techniques. A general term that means developing yourself professionally and also improving your classroom management abilities by learning new strategies and techniques, making motivation for students, and having all students practice by asking questions. Language is very important, like grammar, writing, or vocabulary. Then Classroom management refers to a wide variety of skills and techniques. The study will require the participation of 275 EFL teachers. Participants must be of both sexes and different ages. They are chosen using convenience random sampling according to Krejcie and Morgan's (1970) formula, with a confidence level of 95%.in different language schools. The Classroom Management Techniques questionnaire (Diaz, Gonzalez, Ramirez, & Munoz-Parra, 2018) and Teachers’ Professional Development (Evers, Kreijns, & Van der Heijden, 2016) are used in order to collect the required data. The study's findings found that EFL (English as a Foreign Language) secondary school instructors in Iraq have a unique perspective on classroom behavior. The teachers agree that the subscale "content" obtains the 2nd highest score based on the questionnaire's eighth domain as a researcher and teacher at Abi Talib Intermediate School for Boys in Wasit Governorate, I observed that every teacher values the opportunity and necessity to constantly improve his professional development. Professional competence levels correspond to different stages of professional and educational development. The higher the level of the teacher's professional activity, the higher the scientific level of the students, which leads to the advancement of the educational process and the prosperity of the country.

PRINCIPLES, PROCEDURES AND PRACTICES OF DEMOCRACY AS A SOURCE OF DEVELOPMENT OF TECHNOLOGIES AND METHODS OF PROFESSIONAL ACTIVITY OF PSYCHOLOGISTS AND TEACHERS

The relevance of the article lies in the need for better understanding of the role of democracy in the socio-psychological progress of the state. The purpose of the article is to substantiate the position on the innovative nature of democracy, the importance of practical implementation in the professional activities of teachers of its principles and procedures. It is shown that a number of state practices carried out in antiquity and in the Middle Ages (in the form of the Peopleʼs Council), and today carried out in countries such as Switzerland, USA, Germany, were successful because of basic principles and procedures of democracy. It is argued that technologies created in these countries, such as brainstorming, social partnership in enterprises, deliberation, debate, and socio-psychological training, are democratic in nature. Based on theoretical analysis and psychological and pedagogical modeling, the author created technologies such as algorithm for project development by civil society educational centers, psychological and pedagogical expeditions to build civil society centers, self-study of democracy for young and adults, distance school of democracy and civil society, collective client -concentrated psychological counseling of victims of hostilities, etc. This allows to enrich the theoretical and practical psychology and pedagogy with new technologies of professional activity of specialists. The principles, procedures and practices of democracy form a special social atmosphere that determines the emergence of creative technologies and methods of work of specialists, including psychologists and educators. This process of civilized democratic creativity should be better understood by psychologists and educators and purposefully lead to the development of even more effective forms of their professional training and productive activities.

ACTIVE TEACHING METHODS IN THE SCHOOL OF YOUNG TEACHER

This article is devoted to the problem of searching of active methods of teaching in young teacher's schools, to the pedagogical conditions which provide effective results of usage of a business game in training young teachers for professional activity.
 Great attention is paid to the active methods such as: pedagogical situations, discussions, conferences.