Professional Activity Of Teacher Research Articles

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.

Creativity of High School Teachers Over Time

This article deals with the creativity of teachers of higher education in the process of their professional activity. The teacher's creativity is substantiated as an important factor that determines the success of the teacher's professional activity and, as a consequence, a better educational process. An active professional thesaurus of a teacher is considered as a means of supporting indicators of changes in biological creativity. The data were obtained from direct surveys of teachers, administrators and managers of universities, using D. Johnson's creativity questionnaire, adapted by E.V. Tunik, as well as from the review of the results of scientific and pedagogical activities of university teachers: original articles, creative classes, and translation of creative behavior. Based on the data of the study, the dependence of the level of creativity of a higher education teacher on the level of a professional thesaurus is revealed. In particular, the article presents the level of creativity of teachers who combine educational work with research, teachers who are mainly engaged in educational activities and representatives of the administrative and managerial personnel of universities, combining managerial functions with teaching.

Виртуальный педагогический класс в контексте классического университета: принципы организации, проблемы, решения

The creation of pedagogical classes based on the initiative of teachers usually working in higher education organizations is now becoming compulsory, as required by the Russian Ministry of Education. New normative and methodological documents require a focus on modules and disciplines whose content largely mirrors higher education curricula, and school teachers become the main instructors in psycho-pedagogical classes. This approach seems insufficiently developed: it does not take into consideration the age specifics of schoolchildren, narrows down the topics of these classes and overestimates the capabilities of learners during pedagogical tryouts. This article proposes a different program content for psycho-pedagogical classes, based on the experience gained by Saratov University and other universities in the country and implemented by leading university professors. The value system, current principles and conceptual model of the university pedagogical class are presented. Schoolchildren listen to lectures on great educators and their influence on civilizational processes, discuss pedagogical communication tools, learn about digital hygiene, explore generation issues in their own lives and in the professional activities of teachers, and get acquainted with pedagogical design. Expanding the thematic core, actualization of the general background knowledge, facts, events, cases, embedding the educational paradigm into the personal paradigm of each learner appears to be a cutting-edge and timely principle for the design of a pedagogical class. The article demonstrates the potential of binary classroom technology through a themed dialogue of teachers, framed as a discussion. The conceptual basis of the proposed model is a dialogue which is implemented through continuous feedback using the advantages of videoconferencing platforms, social networks and e-mail.

Competence approach to teaching future primary school teachers

The article discusses the problems of forming the readiness of future primary school teachers for professional activity on the basis of a competence-based approach in the conditions of university complexes. Pedagogical experience shows that the educational process in a modern university already has many opportunities to solve problems that worry our specialists. However, these opportunities in universities are not yet fully used, as evidenced, in particular, by the contradictions that we examined in detail in this study. It is also noted that the training of a future teacher on the basis of a competency-based approach should provide for the formation of his professional competence through the gradual development, formation of its levels (key, basic, special) as a result of specialized training of the future teacher. Thus, the main purpose of the article is to study the process of implementing a competency-based approach in teaching future primary school teachers. For this, the methods of theoretical research of specialized literature were used, as a result of which the basic principles of the process of introducing and adapting the competence-based approach in teaching future primary school teachers were analyzed and systematized

Methodological bases of reverse mentoring in the professional activity of teachers

Methodological bases of reverse mentoring in the professional activity of teachers

Professional activity of teachers as a condition for the realization of the teacher's potential and innovative renewal of the school

Professional activity of teachers as a condition for the realization of the teacher's potential and innovative renewal of the school

Pedagogical risks in the professional activity of teachers in the conditions of the electronic learning organization

Pedagogical risks in the professional activity of teachers in the conditions of the electronic learning organization

Resource approach in diagnostics of pedagogical workers of educational organizations of Russia

Introduction. The introduction of a new model of professional development of education workers in Russia involves the technology of an individual development route developed on the basis of previously identified professional deficits. However, approaches to identifying deficits do not yet serve as a proper source of such routes, since they state the facts of subject or methodological difficulties of teachers in isolation from the context of the teacher's professional activity. As a possible solution to the current situation, it is proposed to approach the diagnosis of pedagogical workers in the logic of the resource approach, when a particular shortage of a pedagogical worker is interpreted in two aspects: as a consequence of the scarcity of other resources of an educational organization, for example, managerial or methodological, and as a cause of gaps in educational achievements of students. Materials and methods. The study was conducted on the material of a freely available regional report on the results of diagnostics of professional competencies of teachers. The key method is document analysis. The subject of the study were: the conclusions made in the report on the degree of reflection in diagnostic materials of the purpose and objectives of diagnostics; the structure and purpose of diagnostic data; the typology of tasks used to identify professional deficits of teachers; commentary on the methods of processing primary information. Results. The following costs of working with data based on the results of diagnostics of pedagogical workers of educational organizations are revealed: the predominance of stating facts over their comprehension; the lack of contextual assessment of the stated data; limitations in the use of data; the undetected connection of teacher deficits with the gaps of the students themselves. It is concluded that the work with data on teachers is built in the pledge of conditions, and not in the pledge of resources. That is, the data only indicate the existing level of pedagogical conditions, but do not explain the potential of professional skills of teachers, their resource capacity. Conclusion. The use of a resource approach in working with data on teachers requires updating the structure of analytical data, mandatory inclusion of contextual information; more attention to the analysis of the relationship between teacher deficits and student deficits. We consider promising further research approaches to the analysis of the results of diagnostics of professional competencies of teachers. We consider the resource approach proposed by us as one of the possible, but not exhaustive, arsenal of analytical practices that allow using data on teachers to manage the quality of general education.

ЗАБЕЗПЕЧЕННЯ ЕМОЦІЙНОЇ СТІЙКОСТІ В УМОВАХ ЗДОРОВ’ЯЗБЕРЕЖЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ

The article highlights the development of emotional stability, which is provided by means, the methodical basis of which is a system of influences aimed at the formation of a complex of volitional qualities, the totality of which constitutes the essence of emotional stability of an individual. It is noted that the health care of teachers is directly related to the development of emotional stability of teachers even at the stage of preparation for professional activity. Pedagogical support for the development of emotional stability is characterized, which involves the presence of a system of knowledge about the specifics of the organization of a teacher's professional activity in conditions of emotional tension, taking into account the personal characteristics of participants in the pedagogical process. The structure of emotional stability is highlighted, which includes five substructures: psychophysiological, which is the substrate of mental activity; emotional and volitional, which includes the processes of self-regulation of the individual; adaptive, aimed at personal and adaptive potential; cognitive-reflexive, which reflects the assessment of one's own states, feelings, experiences, analysis of these states and formulation of relevant conclusions; socio-perceptive, which includes psychological insight and its components. The development of emotional stability of future teachers is represented by a complex of pedagogical conditions, which includes the following: оrganization of comfortable educational activities of the future teacher; the future teacher's orientation towards tolerant communication; application of methods of developing emotional stability; implementation of the special course program ″Emotional stability in the educational process″. Emotional stability is aimed at developing the ability of future physical education teachers for self-regulation, readiness for constructive interaction with participants in the pedagogical process, including in difficult emotional situations. Key words: еmotional stability, professional training, self-training, self-development, physical exercises.

DIGITAL CULTURE AS AN INNOVATIVE COMPONENT OF A TEACHER'S PROFESSIONAL ACTIVITY

Professional activity in the digital environment is an integral component of modern life in Industry 4.0. The success of the formation of digital competence of an individual in modern realities is largely determined by the level of digital culture of a teacher himself as a translator of the values of the digital society. In this regard, the problem of the research can be formulated as follows: what are the theoretical approaches to substantiating the category of "digital culture" in modern pedagogical discourse? The purpose of the research is to reveal the essence of the concept of "digital culture" as an actual pedagogical category. The research methods used are analysis, synthesis, differentiation, description. The results of the study are based on the analysis and synthesis of derivatives of the definition of "digital culture". Theoretical approaches to the content of the concept of "digital culture" as an innovative component of the teacher's professional activity have been presented; the concept of "digital culture" has been clarified; the basic components of a teacher's digital culture have been proposed. The key conclusions are the following: derivatives of the definition of "digital culture" are "digital literacy", "digital competence", ICT culture; The digital culture of a teacher is understood as the formation of the necessary skills for successful functioning in mixed reality, including the skills of safe and effective work with content, communication with other users in the electronic educational environment, search and consumption of information, continuous improvement, motivational and value attitude to the digital service, providing ergonomic functioning in the new digital educational space; the basic components of a teacher's digital culture are: digital literacy, ICT competencies, motivational-value attitude.

Possibilities of using information technologies in teaching mathematics (on the example of a functional-graphic method for solving equations)

The article is devoted to the methodology for the formation of a functional-graphic method in students using information technologies. The article describes the theoretical foundations of teaching the functional-graphic method for solving equations; methodological recommendations for the formation of students' actions that are adequate to this method with the use of software. To study the possibilities of using information technologies in teaching mathematical disciplines to students, to determine their effectiveness, the study was conducted at the Faculty of Physics and Mathematics of the Mordovian State Pedagogical University named after M. E. Evsevyev. The research process involved theoretical methods (the study and analysis of scientific and methodological, educational literature). Empirical methods were also used – monitoring the educational activities of students, the professional activities of teachers, surveys of the specified contingent were conducted.

PROFESSIONAL ETHICS OF A TEACHER OF AN INCLUSIVE EDUCATIONAL INSTITUTION

The article analyzes the objective of developing the New Ukrainian school at the present stage; attention is paid to the conceptual provisions of the leading legal documents on education in this area. The latest scientists' research on the development of inclusive education, the creation of a tolerant educational environment, the formation of ethics and aesthetics of pedagogical action is analyzed. The directions of development of the teacher of the new educational institution, the need for the formation of their key competencies, improving pedagogical skills are highlighted.
 Teachers' professional ethics in the school educational process, the inclusion of students with special educational needs to study in public schools, expanding their circle of communication and establishing friendly relations, increasing the desire to learn are essential. Teachers' personal and professional development is also important.
 It is emphasized that the teacher is a role model for students in relation to colleagues, students, parents, and other people. It is a confirmation of the need for their self-education and self-improvement. Emphasis is placed on the need to improve the professional level of teachers, components of pedagogical skills that affect the creation of comfortable conditions for learning, education, and personal development. The preconditions for creating a tolerant educational environment are identified; the factors of influence and ways to prevent difficulties are identified.
 The components of ethics and aesthetics of pedagogical action, indicators, and criteria of professional ethics of a teacher in the process of communication with students with developmental disabilities are highlighted. Factors influencing the emergence of difficulties in learning, communication, and socialization of this category of students have been identified. Emphasis is placed on mistakes and gaps in the professional activities of teachers. The most effective ways to increase the effectiveness of the inclusion of people with special educational needs to study in mainstream schools have been identified.

PEDAGOGICAL CREATIVITY AS A SIGNIFICANT COMPONENT IN THE PROCESS OF PROFESSIONAL TRAINING OF THE FUTURE PRIMARY SCHOOL TEACHER

The main components that make up the professional activity of a teacher are professional knowledge and skills, didactic, communicative, organizational, research and creative abilities. Among the mentioned components of the pedagogical activity, one of the most significant is creative, because today society needs a specialist who has not only a functional readiness for professional activity but also develops as a creative person with clear goals. The new Ukrainian school needs a primary school teacher, who is creative in his work with junior schoolchildren. The effectiveness of the activities largely depends on how creative their pedagogical position will be, the formation of which takes place in the higher education environment of the university. The article analyses pedagogical creativity as a significant component in the process of professional training of future primary school teachers. The concept of “creativity”, “pedagogical creativity” in the context of professional training of future primary school teachers of higher education institutions is considered. The paper reveals that the formation of pedagogical creativity is facilitated by the introduction of technological elements of personality-oriented learning in lectures, seminars and practical classes. The author emphasized that the foundation for the formation of pedagogical creativity of future primary school teachers is pedagogical interaction, in which the teacher and the applicant are subjects of the educational environment of the pedagogical institution of higher education, the formation of cognitive interests and needs of students, control and self-control. It was found that pedagogical creativity is a significant component in the professional activity of primary school teachers, and hence in the training of future primary school teachers in higher education, as it is a necessary condition for the educational process, which gives teachers the opportunity to act original and creative in different situations that optimizes the learning process of junior students.
 Keywords: creativity; pedagogical creativity; future primary school teacher; professional training; educational environment; higher education institution; professional competencies; junior schoolchildren; pedagogical interaction.

ABILITY TO WORK IN A TEAM AS A MODERN PROFESSIONAL COMPETENCE OF A TEACHER

The purpose of the article is to conduct a theoretical analysis of the essence of teamwork and its role in the professional activities of teachers. The article clarifies the relevance and prospects of forming the experience of future teachers’ teamwork. The regulations consider it to be important as general and professional competence. The meaning of the notion “team” is described, as one, which defines small groups of people (from 3 to 12 participants). These groups are specifically selected to combine their efforts to solve a problem situation or a common completion of an important task. They have a clear target orientation and intensive interaction with each other. The main features of teamwork, such as group activity, which is focused on solving a particular problem and implementation of tasks, are discussed in the article. The authors claim that such an association of teachers is an essential tool for the personal and professional growth of every member. In addition, the article defines that researchers distinguish four types of a team. The first type is a work team, which solves the current problems of a pedagogical team and educational institution in general. The second type is a project team and a development team. They work on long-term educational projects. The third type is a parallel team, which is temporal and is focused on solving some educational issues. The last type is a management team, which unifies all heads of HR departments of an educational institution or other organization.The main advantages of any teamwork are highlighted in the article: improving the quality of decisions; reducing the time to find the best solutions; implementation of a multifaceted approach to solving complex pedagogical problems; professional growth of team members.
 Keywords: competence; professional competence; team; teamwork; teachers; feature of a team; types of teams; forming teamwork experience.