Process Of Professional Development Research Articles

El desarrollo profesional del individuo en las teorías de la organización: Una mirada crítica

Este artículo hace un análisis conceptual acerca de cuál es el lugar que ocupa el desarrollo profesional del indi-viduo dentro de la Teoría de la Organización (TO) como un asunto organizacional. Para ello, en la primera parte se explican los elementos generales de la TO respecto a dicho tema. En un segundo momento, se analizan los elementos que diferentes escuelas proponen para el estudio del desarrollo profesional del individuo en la organización. Como resultado de esa lectura, se concluye que 1) si bien el individuo está presente con bastante frecuencia en las TO, lo hace principalmente a través de las interacciones sociales en la organización, y 2) la consideración de sus necesidades y objetivos individuales se da en relación con los de la organización. Ambos aspectos revelan una racionalidad alta-mente instrumental de la TO respecto al desarrollo profesional del individuo.

Skolotāju metakognitīvo prasmju pašnovērtējuma korelācija ar pašnovērtējumu par savu profesionālo pilnveidi

In order to achieve higher learning goals for students, for teachers it is important to plan, monitor and reflect on their professional performance to make decisions about the improvements that need to be made. Metacognitive skills are essential for teachers to define their real professional development needs and organize their own professional development. This leads to a hypothesis that teachers who have developed metacognitive skills use them both in their classroom and professional development process. In a case study, teachers of a large high school of Riga were examined whether there is a correlation between teachers' assessment of their metacognitive skills in organizing learning process in classroom and their self-assessment about professional development. The findings of the study suggest that there is no clear correlation between teachers' assessment of their professional activities related to lesson planning, monitoring and evaluation and their attitudes towards their involvement in the design, implementation and reflection of their professional development. Although average rates of teachers' self-evaluation for lessons and their professional development are quite similar across all aspects of metacognitive skills, the correlation between these elements is weak (up to 0.3) or moderately close (0.5 to 0.7). Teachers who indicate in their self-assessment that they regularly plan, monitor and evaluate their performance in the classroom do not always follow similar steps in their professional development and vice versa.

Virtual reality classroom simulations: how school leaders improve instructional leadership capacity

PurposeThe purpose of this study was to explore the utility of a virtual reality (VR) classroom experience for improving the capacity of instructional leaders. Specifically, school leaders used VR to build their classroom observation and analysis skills to prepare to have more effective post-observation conversations with teachers. The authors provide insights from multiple data points that highlight the affordances of the virtual setting for improving classroom observation skills.Design/methodology/approachDrawing on the application of simulations to practice classroom observations, the authors developed a VR experience in which participants tag observable elements of academic discourse using codes from two observation protocols. The protocols identify elements of equitable student access: how teachers call on students and how they design questions. Seventy-five school leaders used the VR platform to observe a classroom scenario and code evidence of equitable classroom access. The authors analyzed data from tagging in the virtual reality scenario and triangulated these data with survey data focused on observation practices from participants' schools. A reflection component is included on the platform to collect these qualitative data.FindingsThe study results indicate that the virtual reality platform provides an innovative process for leadership professional development focused on building school leaders' capacity to identify elements of academic discourse during classroom observations. Participants reported that the opportunity to practice classroom observations in a risk-free environment was useful. However, for school leaders to fully transfer the data to using in conversations with teachers, they benefit from leadership coaching.Originality/valueThis study ascertains the potential effectiveness of an advanced technology for enhancing instructional leadership by using evidence-based classrooms observations to drive improvements in teaching practice. Beyond the utility of the virtual reality tool, this study provides a proof of concept for the next generation of instructional leadership through teacher observations with augmented reality.

The preparedness of future primary school teacher for professional activity in physical culture: the structural-component analysis

In modern pedagogical science, the study of the preparedness of future specialists for professional activity remains relevant. The research of many scientists has been devoted to the study of this problem in recent years. Revealing the essence of the state of preparedness of future primary school teachers for professional activity in physical culture, some authors consider it as a personal characteristic of a specialist, others as functional. Modern higher school pedagogy is faced with an important theoretical and practical task, which concerns improving the process of professional development of the personality of a teacher in general and a primary school teacher, in particular, to work on physical education. Ways and methods of forming preparedness for teacher activity among students of the pedagogical university are a complex socio-psychological phenomenon. It combines a complex of individual and psychological qualities of the personality, a certain system of professional and pedagogical knowledge, abilities, and skills. The teacher’s preparedness for work is considered a form of connection of a vocational and pedagogical orientation with the worldview, life attitudes, and spiritual values, as well as with the ethical, strong-willed, and emotional spheres. A significant drawback in this field of knowledge and practice continues to be the weak connection of theory with practice in the process of training in IHE. References to the experience of schools in the study of theory, the orientation to knowledge in the process of pedagogical practice don’t solve the problem yet, we are studying. We need special work of IHE, which would help to understand the theoretical and practical preparedness of students for pedagogical activity.

Value and activity-based orientations of university students: The choice between safety and innovativeness

Introduction. The study addresses the issues of value and activity-based orientations in order to understand and explore personal and professional development processes in in the current higher education context with the main focus on innovativeness. The study aims to reveal the specifics of the relationship between value and activity-based orientations of university students in terms of their choice between safety and innovativeness. Materials and Methods. The research methodology involves questionnaires grouped according to three research vectors: 1) university students’ cultural value orientations (R. Inglehart’s Survey) and individual value preferences (Schwartz Value Survey); 2) activity-based orientations (psychological characteristics of activity) were evaluated using the authors’ scale of personal readiness for activity based on E. Y. Mandrikova, D. A. Leontiev and E. N. Osin, E. Diener’s questionnaires; c) to evaluate university students’ innovative orientations, N. M. Lebedeva and A. N. Tatarko’s technique was applied. The study was conducted in Tomsk universities and involved 260 students. Statistical analysis included descriptive statistics, factor analysis, and regression analysis. Results. The factor and regression analyses revealed that choosing the ‘innovativeness vector’ by university students in the context of their personal and professional development is determined by personal qualities associated with innovativeness: creativity, risk for success and orientation to the future. Choosing the ‘safety vector’ is more inherent in modern university students and is determined by the degree of their adherence to traditional values and by their personal readiness for activity, the core of which is purposefulness and consistency in achieving the life goals. Conclusions. The results obtained indicate the necessity for developing appropriate programmes of psychological support for university students in their personal and professional development processes in order to involve them in research, innovative and entrepreneurial activities.

Theoretical Aspects of the Concept of Forming a Future Engineer’s Professional and Applied Physical Culture in a Technical University

Theoretical aspects of the formation of a future engineer’s professional and applied physical culture in a technical university are based on the fact that professional and applied physical training should be focused on the process of professional development and implemented along the lines of “training goal → competence → readiness for work.” For this purpose, the concept of professional and applied physical training of bachelors was explicated as a mechanism for implementing the formation of professional and applied physical culture of bachelors in a technical university, aimed at developing professionally important physical and personal qualities, as well as adaptive abilities of future engineers, ensuring their readiness for work

ВИРOБНИЧA ПРAКТИКA ЯК ПCИXOЛOГIЧНИЙ IНCТРУМEНТ AДAПТAЦIЇ МAЙБУТНIX ПEДAГOГIВ ДO ПРOФECIЙНOЇ ДIЯЛЬНOCТI

Introduction. The modern school has an urgent need for young teachers who are able to adequately respond to changes in the educational situation, the specifics of pedagogical systems, new conditions of professional activity. Therefore, the preparation of students for professional activity in the growing demands of the educational system, able to successfully adapt to modern socio-cultural conditions, is becoming increasingly important.Purpose. Substantiation of the main approaches to successful adaptation of future teachers to professional activity in the conditions of higher education institution.Methods. To achieve the goal and achieve the objectives of the study used a number of theoretical and empirical methods: theoretical - analysis, synthesis, generalization, comparison and systematization of Ukrainian and foreign scientific developments in psychological sources on the problem of adaptation of future professionals to professional activities; empirical - testing, surveys to study the psychological features of the formation of structural components and mechanisms of the studied psychological formation.Originality. Theoretical analysis of the notion «professional adaptation» is made, the features, difficulties and phases of the given process have been disclosed. The research results are presented with a view to investigate the peculiarities of professional adaptation in students during the period of their productive practice at school. Students faced with difficulties in their work, distress arising in pedagogical activities, professional and pedagogical orientation and the level of its distinction. The results of conducted research witness the requirement in systemic preparation of the future pedagogical specialists to their professional activities, including commitments targeted to professional culture formation, as well as social and psychological trainings in positive professional behavior.Conclusion. It is pedagogical practice that has great potential for the formation of an internal attitude to the pedagogical profession. In the process of practice the process of professional development of the future teacher, his self-education and self-education is intensified, the degree of professional readiness and suitability for pedagogical activity, the level of pedagogical orientation is checked. The activity of students during practice is analogous to the professional activity of a teacher, which is adequate to the content and structure of pedagogical activity and is organized in the real conditions of the new Ukrainian school.

Professional Identity Development of Foreign-Born Counselors in U.S. Counselor Education

In a world that is more interconnected than ever, the counseling profession has continued in its efforts to train more foreign-born counselors. The process of professional identity development of this population remains an understudied topic in the literature. The current study examined the experiences of foreign-born counselors navigating the professional identity development process in U.S. counselor education. A phenomenological qualitative research design was used to explore the experiences of six foreign-born counselors. Several themes arose that include barriers, assets, and counseling profession limitations. Implications for counselor education are discussed.

Supporting resident well-being on and outside the ICU during the COVID-19 pandemic: the use and value of institutional interventions and individual strategies

ABSTRACT During the COVID-19 pandemic, resident well-being has been shown to be at risk, which may interfere with residents’ process of professional development during their educational trajectory. Therefore, we developed a well-being program for residents, aimed to help residents maintain their well-being during the COVID-19 pandemic. We explored residents’ perceptions of their well-being as well as their perceived support of the well-being program during the COVID-19 pandemic. We invited all internal medicine residents and residents working in the ICU (N = 203) of one academic medical center to participate. The well-being program included a combination of (1) well-being measurements and (2) organizational support. The repeated well-being measurements involved a well-being survey on six measurement points from April to June 2020, and organizational support combined the provision of institutional interventions and promotion of individual strategies to help residents maintain their well-being during a pandemic. In total, 103 residents (50.1%) participated, showing that residents working in the ICU reported significantly lower levels of mental well-being than residents not working on the ICU. Furthermore, residents did not perceive the institutional interventions to benefit their well-being, while residents’ reported engagement in individual strategies was significantly positively associated with their well-being. As ICU residents reported lower levels of mental well-being, well-being programs need to address ICU-specific stressors while enhancing supervision and peer support. Furthermore, the individual strategies of the well-being program should be tailored to residents’ well-being needs as these were positively associated with resident well-being.

Вплив моделі "MUSIC" на формування іншомовної комунікативної компетентності в майбутніх викладачів іноземних мов у процесі фахової підготовки

The methodological influence of B. Jones’ model “MUSIC” on the process of professional competence development in prospective foreign language teachers in the process of professional training is studied in the article. The definitions of “educational environment” and “educational space” are considered; it is concluded that the process of professional training of prospective teachers of foreign languages should be aimed at the development of their professional competence. In the course of the research it is established that the five-level model “MUSIC” of B. Jones, which is presented from the author's point of view, can help to optimize the impact of the environment on the process of professional competence development in the course of professional training of prospective foreign language teachers. At the first level, it is suggested to provide extended powers to prospective teachers of foreign languages in order to exercise their self-control over the process of developing thier professional competence during professional training. At the second level, it is necessary to make sure that prospective foreign language teachers recognize the importance of the material offered to them for mastering for their future professional development. At the third level, prospective foreign language teachers must be clearly aware that the success of their learning also depends on the right strategies. The fourth level is closely related to the sincere interest of prospective professionals in acquiring professional qualities. At the fifth level, it is essential to take care of students, to take into account the environmental factors that may affect the level of their professional development. It is concluded that in the focus of professional competence development of prospective foreign language teachers it is vital to create such an environment that would promote friendly relations between prospective professionals and the faculty staff, as it will have a positive effect on the quality of training of prospective foreign language teachers.

ОСОБЕННОСТИ ПРОЦЕССА ПРОФЕССИОНАЛЬНО-ЛИЧНОСТНОГО РАЗВИТИЯ ПЕДАГОГОВ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ

The relevance of the article is determined by the discrepancy between the educational needs of teachers of additional education and the proposed and existing technologies for their professional and personal development, which made it necessary to determine the modern content, effective forms, methods, conditions for self-development and self-organization of additional education specialists. The variety of methodological approaches to determining the content of a teacher's professional and personal development in conditions of modernizing the infrastructure of the additional education system also makes it difficult to determine the list of pedagogical competencies andconditions for their development. The professional and personal development of additional education teachers is considered as a system of processes that reveals the subjective potential of the individual associated with options for functions in the organization of additional education. As a result of the study of promising conceptual provisions and the analysis of scientific pedagogical literature in the format of studying the features of the process of professional and personal development of additional education teachers, the author clarified the content of the concept of “professional and personal development of additional education teachers”, in particular: this is a process of step-by-step solving cognitive, communicative, moral and ethical problems during self-education and reflection. Possibilities of professional and personal development of additional education teachers are considered. The article considers methodological approaches justifying the peculiarities of the process of professional and personal development of the additional education teacher. As a result of studying domestic psychological and pedagogical, scientific approaches to the “professional and personal development of additional education teachers” concept, the author identifies the essential characteristics of the phenomenon under consideration: focus on achieving the goal, possession of substantive knowledge, ways of selfdevelopment, self-diagnostics, self-esteem, information-communicative competence, reflection, knowledge of educational technologies of development and self-development of the person, creativity, social activity and responsibility. Two main areas of professional training are defined in the context of personnel management, personnel management of the educational organization: psychological and pedagogical direction, due to professional requirements for a teacher of additional education; social-subject direction providing the necessary level of mastery of knowledge, skills in profiles (directions) of additional education programs. Priority activities affecting the effectiveness of professional and personal development of additional education teachers are described; selfformation and reflection mechanisms are defined.

The Modern Problem of Inner Personal Resource Provision for Professional Development of Future Psychologists: Motivational Aspect

The article presents a theoretical analysis of the problems of resource provision for professional development of future psychologists with an emphasis on one of its main components, namely the motivational aspect. Latter is considered from the standpoint of the phenomenological approach and the presence of existential meanings in the structure of personal professional motivation. In particular, we have specified the concept of resource provision in professional development and outlined the study relevance in the modern transformational conditions. Modern transformational society creates new conditions for professional development for specialists of socionomic professions. In particular, the requirements for the professional competencies of psychologists and their professional training are increasing. Additional complications in the professional development process are created by today’s online format of learning. This specific creates a problem of professional development motivational provision at its early stages.

Analysis on the Professional Development of Principals in the Reform of Headmaster Rank System: a Case Study Based on Structural Theory

The professional development of principals is a hot topic of current scholars' attention, but the existing research pays little attention to the research on the path of principals' professional development. Based on A. Giddens’s structural theory perspective, this study takes a case study to analyze the principal’s professional development process in the reform of the principal’s rank system, and explores the impact of principal’s initiative on principal’s professional development. From the perspective of structural duality, principals use the educational system and educational resources to take corresponding active "actions" based on different "motives", and constantly "reflect" on rational actions, thereby promoting the professional development of principals. By improving the principal training system and principal evaluation system, perfecting the external guarantee for principals' professional development; transcending the limitations of education time and space and continuously improving oneself can promote the professional development of primary and secondary school principals.

САМОМАРКЕТИНГ В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПРЕПОДАВАТЕЛЯ ВУЗА

The article reveals modern approaches to the definition of selfmarketing. It focuses specifics in implementing the self-marketing strategies in the professional activities of university teachers. Self-marketing is a process of continuous professional development and self-improvement of teachers, formation and promotion of their personal brand. For university teachers the purpose of active self-marketing is an increase in the competitiveness and market value of oneself and ensuring the stability of their positions in the conditions of instability of the professional intra-university and inter-university labor market. Self-marketing is closely related to the selfdevelopment of the teacher and is realized in the objective need to constantly improve knowledge and perfect professional competencies in accordance with the current requirements of educational programs. The article reveals the factors of the internal and external environment that determine the main directions of self-marketing as a competitive strategy of behavior for a university teacher. The practice of using marketing tools in professional promotion and self-development of a teacher is analyzed in three positions: "teacher as a researcher", "teacher as a teacher", "teacher as an expert". The main functions of self-marketing of a university teacher are highlighted: evaluative, information-analytical, corrective, stimulating, image-building. The development and implementation of marketing technologies in professional activities makes it possible to improve the quality of the educational process and ensure more stable positions of teachers in the professional labor market.

Functional modeling of business processes of the personnel professional development at the stage of substantiation of the necessity to introduce distance learning systems

Functional modeling of business processes of the personnel professional development at the stage of substantiation of the necessity to introduce distance learning systems

Personal and professional development of the individual in the civil service of the Russian Federation

The presence of professional highly qualified personnel in the civil service, together with modern information technologies, is possible thanks to the existence of a democratic state governed by the rule of law. The professional activity of civil servants acts as a subsystem within the civil service system. The study of the peculiarities of personal and professional development of the individual in the civil service will contribute to the disclosure of the psychological mechanisms of this process, the resolution of a number of pressing questions about the methods and possibilities of optimizing professional and personal development, which in turn will contribute to improving labour efficiency. To study the features of personal and professional development of the individual in the Russian Federation Civil Service. Survey among civil servants and comparative analysis of the results obtained in all study groups; statistical processing of the results. 120 respondents took part in the study: federal-state civil servants (40 people) and civil servants of other types (80 people). The main problems and features of personal and professional development of the individual in the civil service of the Russian Federation are identified and the main directions of optimization of the studied process are determined. The process of personal and professional development of civil servants, as will be shown in this study, is an overall result of the professional education and additional professional education, including retraining, advanced training, and internships. The main directions of optimization of the studied process are the following: improving scientific, methodological, and organizational support; increasing the motivation for professional activity and career advancement; improving the efficiency of additional professional education; developing a program for personal and professional self-development; introducing additional forms and technologies for improving professional skills of state civil servants.

Structural and functional components of professional self-awareness development process of legal professionals

Structural and functional components of professional self-awareness development process of legal professionals

FORMATION OF SELF-EDUCATIONAL COMPETENCE FUTURE EDUCATORS PRESCHOOL EDUCATION INSTITUTIONS

In the article self-education as a component of professional training acts as a way to implement it. In this context, the self-education of future educators, we mean the process that ensures the continuity of raising the educational level and expanding the information field of professionals, improving the quality and raising the level of their competence and professionalism, related to personal development and participation in general and pedagogical culture. Serves to form a worldview, because the student is the subject of management of their own educational activities during professional training. Based on the analysis of different approaches to the definition of "self-educational competence" in the context of this study, we consider this term as an integrative phenomenon characterized by stable internal motivation, the formation of professionally significant personal qualities, skills and abilities to organize cognitive personality. search activities aimed at a continuous process of professional development; and is an integral part of the professional competence of the specialist and an indicator of the success of his professional activity. Given the above, it is possible to state the close connection between the concept of "self-education" and the concept of "vocational training"; self-education should be understood as a way to implement this training, which, accordingly, aims to form a skilled worker capable of developing strategies for professional development as a result of self- education. This is one of the most important prerequisites for further professional realization of him as a specialist In this regard, higher education faces the task of developing more effective learning technologies and creating conditions that would be focused on stimulating students' self- education. The purpose of the article is to theoretically substantiate the key concepts "educator", "future educator", "self-education", "competence", "formation of self- educational competence". Methods: analysis, systematization and generalization of psychological and pedagogical literature in order to clarify the state of development of the research problem and clarify the conceptual apparatus.

MODEL OF PSYCHOLOGICAL SUPPORT OF THE FUTURE PSYCHOLOGIST PROFESSIONAL DEVELOPMENT IN HIGHER SCHOOL

The article develops a model of psychological support, which contributes to the formation of conditions for professional development of psychologists; features of psychological support are determined: directions, principles, levels, types; the criteria for evaluating the effectiveness of psychological support are indicated. At different stages of professional development of psychologists in universities, psychological problems inevitably arise due to the content and features of the process of professional and personal self-determination. A positive role in overcoming these problems, reaching the peaks of self-realization can play a comprehensive psychological support of the process of professional development, which must be carried out based on the personal potential of the student. The article examines the features of the technology of psychological support: its directions, principles, levels, types; criteria for evaluating the effectiveness of psychological support for future psychologists are defined. As a result, the author of the article notes that the created model of psychological support in the context of psychological services will be effectively implemented in practice, as this innovative technology allows to significantly enrich the training of future psychologists.

The main conditions for the development of the teacher’s professionalism in modern conditions

The article studies the development of the professionalism of a coach in children and youth sports. The main content is devoted to the definition of the main conditions for the professional development of a sports coach. Among these conditions: certain personal qualities of the coach, a constructive professional environment, a continuous process of professional development in the framework of special courses, seminars, master classes, etc. A sufficient level of the coach personal qualities development, namely: motivational and value qualities, creativity, reflection, empathy and strong-willed qualities of the individual. An important component of the children coach professional environment is an interaction with the parents of a young athlete in issues related to the system of training, education, development of personal qualities, the formation of constructive attitudes and psychological state. A positive impact on the process of professionalization of a coach, includes a positive psychological climate, an established exchange of experience in the team, an opportunity to receive methodological assistance from highly qualified specialists.