Process Of Professional Development Research Articles

ACMEOLOGICAL COMPETENCE OF THE HEAD OF A GENERAL SECONDARY EDUCATION INSTITUTION IN THE CONDITIONS OF CHANGES

The purpose of the article is to determine the structure and content of acmeological competence of the head of a general secondary education institution, the latest technologies, psychological and acmeological conditions and factors of its productive development. The article reveals the essence of managerial competence of the head of a general secondary education institution. It is noted that it includes special types of competences, among which acmeological competence plays a leading role as the most important condition for the professionalism of management personnel. The acmeological competence of the head of the institution of general secondary education is in the space of research of competence and its special types: social, professional (autoprofessional), individual social-perceptive, autopsychological, psychological-pedagogical, conflictological, communicative, anti-crisis and other competences. The algorithm for the formation of managerial (autoprofessional acmeological) competence involves the sequential implementation of the following stages: actualization of personal and professional problems; formation of the subject of self-transformation activity; tasks of the indicative basis of self-transforming actions; formation of the operational and technological component of self-transforming activity; transition from external (materialized) to internal (psychological) actions. Indicators for evaluating self-professional competence are: behavioral and intellectual flexibility; adaptability; the ability to self-manage (own development, emotional states); a high level of motivation mainly for the process of selfimprovement and self-realization; adequacy of self-assessment; self-identification in the profession, etc. Acmeological competence of heads of general secondary education institutions is structurally a unity of the following components: cognitive, regulatory, reflective-status, normative and communicative, which in turn are manifested in motivational and personal qualities and operational acmeological knowledge and skills. The criteria for the development of acmeological competence of the head of a general secondary education institution are its levels, and both individual and levels of development of the teaching staff, the productivity of personal and professional development and self-development. The structure of the acmeological algorithm for the development of the acmeological competence of the head of the institution of general secondary education is revealed: the accumulation and understanding of the relevant acmeological and managerial knowledge; formation of psychological and acmeological abilities and skills necessary in managing the processes of personal and professional development and self-development; reflection of acmeological competence and its further development. The main acmeological conditions for the development of the acmeological competence of the head of a general secondary education institution are defined: the formation of the need for professionalism in the field of education, increasing the social status and prestige of pedagogical activity, providing the necessary resource opportunities for development, creating an acmeological environment in an educational institution. The essence and features of the professional self-improvement of the head of a general secondary education institution as a conscious purposeful process of increasing the level of one’s own professional (managerial) competence and the development of professionally significant qualities are considered.

What’s Next? On Better Supporting Women of Color Clinicians in University Counseling Centers

As university counseling centers (UCCs) are diversifying, research on the experiences of clinicians of color, particularly women of color (WOC), and how they navigate their sociocultural identities at UCC workplace settings remains limited. We used a qualitative thematic analysis approach to explore the current support they receive, suggestions for UCCs to better support WOC, and suggestions for other WOC interested in pursuing a career at UCCs. A total of 56 participants responded to an online survey. Two broad themes emerged with the data around (a) existing and expanding support from UCCs for WOC and (b) advice for WOC interested in pursuing a career in UCCs. Subthemes delineated were (a) professional development and support and (b) workplace climate. While most participants named how their agencies supported them, many provided suggestions on how UCCs can improve from the process of recruitment, retention, leadership, and professional development to being respectful of WOC’s boundaries and needs. Related to workplace climate, participants appreciated the spaces created for either them or their clients of color. They suggested UCCs to be strategic in providing spaces where genuine feedback can be provided, creating various spaces for WOC (e.g., listserv, lunch group), and facilitating ongoing diversity training and discussions. Participants also imparted their wisdom to WOC through encouragement and practical advice. This study centers the voices of WOC clinicians and discusses the importance of self-advocacy, the various supports needed from institutions, and how White supervisors and mentors can better serve their WOC supervisees and trainees.

Professional Development in an institution through GROW Model

The teacher is a facilitator in helping the main character, namely students, achieve learning goals in class. In their professionalism as educators, teachers are expected to have abilities in material and teaching skills in conveying material so that students can understand it. The main aim of this research is to focus on the GROW model suitable for professional development in teaching styles. The GROW model consists of collaboration with Goals, Reality, Obstacles/Choices, and Will/Way Forward. This study will also focus on the demand for GROW coaching and the challenges of implementing the model in educational institutions. This is a research study based on literature and personal experience. Even though the GROW model is a new professional development process, it will be a more effective way of professional development if it is applied appropriately and constructively. Several issues and action plans must be adequately considered to implement this model. The researchers explain and introduce the GROW model and its impact on professional development with the help of literature and from the perspective of their practical experience.

Analysis of online assignments designed by chemistry teachers based on their knowledge and self-regulation

Abstract Learners’ independence and self-regulated learning (SRL) may be achieved by online teaching, promoting learners’ 21st century skills. Transitioning into online learning and teaching requires a variety of teachers’ knowledge types and competencies. Mapping these knowledge types with a dedicated tool can help improve teachers’ professional development processes to enhance the SRL of teachers and subsequently students. We aimed at investigating the types of knowledge chemistry teachers expressed in online assignments they had designed, which included guidelines to foster their students’ SRL, and reviewing their reflections upon implementing these assignments. The participants were 20 high school chemistry teachers, who took part in two professional development programs focusing on fostering students’ SRL skills in online assignments, the teachers had designed. Research tools included teachers’ online assignments and teachers’ written reflections. We analyzed the assignments using a special rubric, which consists of three types of teachers’ knowledge: technological pedagogical and content knowledge (TPACK), assessment knowledge (AK), and SRL. Findings show that the analysis rubric of online assignments, designed by teachers, enabled identifying various teacher knowledge types and their levels. The use of a validated rubric for mapping and assessing teachers’ knowledge types is a methodical contribution to research on chemistry teachers’ professional development.

Community-based Aboriginal staff taking the lead in family support: a case study of transforming practices prompted by the COVID-19 pandemic

ABSTRACT The Play to Connect programme is an ongoing action research project investigating implementation of a parenting programme for families and children living in disadvantaged remote Aboriginal communities in Australia’s Northern Territory. The aim of this research was to identify critical skills and supports needed for community staff to deliver family support services in their community. The presented collaborative research project was undertaken by two community-based Aboriginal implementation officers and two visiting practitioners between March 2020 and December 2021. At this time, social service delivery was impacted by COVID-19 lockdown restrictions when visiting staff were temporarily permitted to fly into remote communities. The visiting practitioners interviewed the local Aboriginal community staff after family visits to explore how to build their professional competencies and contribute to the nature of programme delivery. Thematic analysis of the interviews and debriefing notes emphasise three key factors crucial in building professional competencies: experiential and reflective learning; partnership and collaboration; and increased self-efficacy. The promising practices identified have potential for broader application across Aboriginal communities to enhance cross-cultural and multi-disciplinary teamwork for service delivery. These professional development processes can ensure more accessible programmes for Indigenous communities based on cultural relevance and the diverse needs of participating families.

Teacher professionalism towards transformative education: insights from a literature review

ABSTRACT In recent decades, neoliberal logics have affected the teaching profession and, consequently, had a direct impact on teachers’ professionalism. The aim of this paper was to conduct a literature review to determine the most significant arguments and debates about teacher professionalism in the last 10 years and its relation to a transformative teacher attitude. Therefore, relevant review studies from 2011 to 2021 were analysed in order to respond to the following questions: “how can current scholarly publishing within teacher professionalism inform a transformative vision of education? What are the main themes identified and how do they relate in order to inform teachers’ professionalism?”. The themes of ‘professionalism’ and ‘agency’ are central to the current scientific debate, interconnected with the issues of professional development, leadership, and research. This paper hereby provides insight into alternative paths towards the (re)professionalisation of teachers, which response can be a ‘transformative professionalism’ framed by the interconnection of professionalism and agency. The process of continuous professional development in the context of autonomy appears as the elected form for this process of re-professionalisation and agency. School leadership and teachers’ research emerge as opportunities for professional development with these characteristics.

Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development

Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development

EVALUATION OF THE EFFECTIVENESS OF PROFESSIONAL TRAINING OF PHARMACEUTICAL SPECIALISTS VORONEZH

The data of domestic and foreign literature characterizing the current state of pharmaceutical education are studied. The criteria for the effectiveness of the process of professional development of pharmaceutical industry specialists have been established. A sociological study of pharmaceutical workers on the demand and quality of pharmaceutical education received by them was conducted. Practical recommendations aimed at improving the process of professional development of pharmaceutical workers to improve the quality of pharmaceutical care are proposed.

Continuing education of teachers as a condition for improving the quality of education in institutions of general secondary education

The article analyses the professional development of teachers in terms of practical significance. The model of managing the process of professional development of teachers in an educational organisation aimed at improving the management of the quality of education in general secondary education institutions is theoretically substantiated. The works and researches of domestic scientists in the field of development of teachers’ professional competence are studied and their influence on the development and formation of quality management in educational institutions is analysed. It is established that the beginning of the process of a teacher’s professional development can be called the moment of self-determination of an individual which is carried out twice: when entering a higher education institution or a college and at the time of its graduation when choosing a further place of work. The theoretical aspects related to the management of teachers’ professional development within general secondary education institutions are generalised. It is noted that the development of teachers in an educational organisation is a process of growth of the educational (general and professional) potential of a teacher's personality, organisationally provided by the system of the state and public institutions. The study reveals and substantiates the state of professional development management of teaching staff, which is a process of purposeful implementation of a management strategy in an educational institution aimed at forming teachers’ certain competencies. The conceptual idea in the theory of development management of pedagogical staff at an educational institution is the creation of an internal organisational practice-oriented system of teacher in-service training, which implies that the basis of professional development should be an active subjective position of the teacher himself/herself, his/her intensive practice-oriented methodological (scientific and methodological) activity, and it should end with a certain result or product developed by the teacher in the process of in-service training.

In-service professional development to enhance interaction – staffs’ reflections, experiences and skills

ABSTRACT This article analyses ECEC staffs’ perspectives on the in-service professional development (PD) process aimed at improving the quality of interaction in ECEC, inspired by the Caregiver Interaction Profile (CIP) scales. The study draws on theories and research on PD and ECEC quality and falls within a pragmatic paradigm, using qualitative individual interviews, thematic analyses and external observations. Main findings: staff found the process highly useful, their motivation increased during the process, they experienced improved autonomy, self-confidence and well-being and became more conscious about different interactional aspects. Staff experienced changes in practice regarding three interactional aspects of the CIP scales, sensitive responsiveness, respect for autonomy and verbal communication. Staffs’ reflections are compared to their growth in interaction skills. The findings suggest that the PD process enhanced staffs’ interaction competence although significant change only was found for verbal communication three months after the PD process. Implications for practice, limitations and further research are considered.

Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration

ABSTRACT This paper discusses the extent to which collaborative peer observation of teaching (POT) as a process for teacher professional development could enhance collegiality and collaboration among academics. A single case study was conducted to investigate academics’ perceptions of their POT experience in the Vietnamese context. Purposive sampling was applied to select eleven academics at a university. Data was collected through semi-structured interviews with individual participants and inductively thematically analysed . The findings show that reciprocal POT and collaborative discourse were perceived to nurture collegiality and collaboration between peers and facilitate their reflection and learning about teaching. Eight participants reported that POT made their peer relationships develop to a collegial relationship due to mutual trust and respect. However, there existed concerns in the peer relationship perceived by three other academics who did not develop collegiality. These findings suggest that to promote academics’ willingness and quality engagement in POT, it is necessary to allow academics to decide on the peer dynamics that work for them. It is also crucial to develop a supportive, constructive, and collegial culture whereby academics value POT as a scholarship of teaching. Further research may need to examine the impacts of potential contextual factors in the implementation of POT.

Pedagogical aspects of professional competence development of technical university students

The paper discusses the psychological and pedagogical aspects of the process of professional competence development of technical university students, associated with the increase in the requirements of employers to the portfolio of professional competencies of modern specialists. The authors discuss the problem of improving teaching methods and techniques; modernization of organizational forms and educational and methodological support for the professional competence development of technical university students on the example of the Heat and Power faculty of SamSTU. The paper stimulates a discussion about professional competencies, active and interactive teaching methods aimed at developing the ability of technical university students for self-development and self-study in order to effectively implement possible scenarios for their professional development trajectory. The aim of the study is to develop methodological recommendations to enhance the professional competence of students of the Heat and Power Faculty of Samara State Technical University, involving the use of modern educational approaches and improving the methodology for individualizing education at a technical university. The results of the study are achieved by solving the following tasks: conducting expert surveys (respondents: teachers and university students) to determine the most effective teaching methods; creating methodological materials. This study was carried out in several stages. Tasks of the theoretical stage include the analysis of the psychological and pedagogical aspects of the implementation of methods and organizational forms that ensure the effective formation of professional competence of students of a technical university. Tasks of the diagnostic stage of the study are conducting a questionnaire survey of students in order to assess the importance of the competencies necessary for successful professional activity; conducting a questionnaire survey of students and an expert survey of teachers in order to assess the significance of methods, methodological support and organizational forms of education at a technical university. The paper presents the results of surveys of students of the Heat and Power Faculty of Samara State Technical University and university teachers (2021-2023). The respondents of the expert survey were students of the advanced training program Management of the educational process: psychological and pedagogical competence of a technical university teacher and the retraining program Teacher of higher education of SamSTU Institute of Extended Education. The following methods were used in the study: expert survey, observation, questioning. The perspective of the research is the modernization of the methodology of individualization of education and educational and methodological support for the professional competence development of technical university students.

Professional Judicial Training in Russia: Status and Prospects

In the present article on the basis of a deep historical analysis the author considered the problems of the training of qualified personnel for the judicial system of the Russian Federation. Using the method of comparative-legal research the author gave a legal assessment of the current state of the processes of training, retraining and professional development of judges in Russia. The article also identifies the main directions of development of these processes for the foreseeable future.

Redesigning a Course Evaluation Instrument: Experience, Practical Guidance, and Lessons Learned

Course evaluation instruments (CEIs) are widespread, influential components of faculty professional development and evaluation processes. Given their importance to continuous instructional improvement and their weight in promotion, tenure, and other evaluation processes, it is critical that business schools and higher education institutions more broadly ensure a well-designed instrument. While the literature covering course evaluation instruments is extensive, coverage of the CEI revision process is virtually nonexistent. This article seeks to fill that gap, providing a case study of a successful CEI change process at an AACSB accredited business school. We offer practical recommendations for a revision process, including a sample timeline, revised instrument, and lessons learned from experience.

Подходы к психологическим детерминантам профессионального становления педагога на этапе обучения в вузе

<p>The article provides an overview of psychological approaches to the concept of “professional development of a teacher at the stage of study at a university”. The vectors of studying the process of professional formation of a teacher in the process of studying at a university are presented. An integrated approach is considered, based on the category of professional suitability, the main indicators of which are success in professional activities and subjective satisfaction with work. The psychological determinants of the process of professional and personal development of the teacher have been allocated: analysis of the period of vocational training as an integral concept, which combines social, individual and age references in their close relationship and interdependence; functional duality of the educational process; understanding the interaction of the student, future teacher and teaching staff, as a subject-subject model of interaction; analysis of the educational space of the higher school as a public sphere and the matrices of professional and personal development of the student of the future teacher; analysis of professional development as secondary socialization of the student, future teacher.</p>

ПОЗИЦІЇ ВІТЧИЗНЯНИХ УЧЕНИХ НА ПРОБЛЕМУ ПРОФЕСІЙНОГО САМОВИЗНАЧЕННЯ ЯК ВАЖЛИВОГО ЕТАПУ РОЗВИТКУ МАЙБУТНЬОГО ФАХІВЦЯ

In the article, the author characterizes the issue of professional self-determination, outlining it as an important psychological and pedagogical problem, covering the process of becoming a specialist and his socialization, during which the future specialist acquires readiness for independent, creative professional activity based on awareness and subjective correlation of social requirements with their own potential (analysis of their internal resources) and existing abilities, a set of internal conditions, acquiring the ability to independently make decisions about important professional goals that make sense both for the subject himself and for society. The author reveals the essential characteristics of the phenomenon of «professional self-determination of the individual» from the point of view of domestic researchers. Activity, the ability to make independent choices, and the appropriate level of responsibility are among the most important constants of a specialist's self-determination. The scientist focuses on the directions, approaches and concepts of the development of the mentioned problem: professional orientation, personal activity and holistic approaches; socio-psychological direction; the concept of systemogenesis of professional activity and others. The author proves that in the course of an individual's life path, there is a direct dependence of professional self-determination on the level of maturity of a person, on the nature and methods of identification of the individual in relation to the profession. The researcher emphasizes the importance of the problem of self-determination in the process of becoming a specialist, where he notes the basic principles of professional self-determination of future specialists in the process of their professional training; proves that the presented process of professional development of the individual has specific properties, and the formation of professional self-determination is the primary basis and guarantee of the effectiveness of further professional development of the future specialist.

A Grounded Theory Approach on Professional Development of Vocational Teachers

Professional development of vocational teachers is perceived as an integral part of their professional activity. A lot of research has been conducted which has examined and evaluated the forms and strategies used to enhance vocational teachers’ professional development, its performance and effectiveness in different contexts, mostly by applying quantitative research methods. A grounded theory approach was employed to develop a framework of the professional development process from the vocational teachers’ perspective. The qualitative research design was based on five semi-structured group interviews with 48 vocational teachers from vocational education and training institutions in Lithuania. The findings show that vocational teachers feel the imperative for their professional development, which is caused by the progress of the technological and labour market, teacher generation change, and motivation. It occurs within the context of complicated financial distributions, careful planning and supervision, by adopting various means and forms for the PD (for example, occupation-related competence development). The learning strategies are influenced by the intervening factors such as the outdated training methods and the lack of continuity of the process. The main result of the PD of vocational teachers is sharing knowledge and helping colleagues.

Professional development in teacher education through international collaboration: when education reform hits Ukraine

ABSTRACT This article focuses on the learning activities provided for ten experienced teacher educators from six teacher education institutions in Ukraine. The authors examine how teacher educators approach professional development when introducing a new interdisciplinary course in teacher education programmes Methods of Teaching the interdisciplinary course ‘I Explore the World.’ The study stresses the importance of sustained support for professional learning. It uses Action Research to better understand the professional development process, drawing on various action research models, including Riel’s model. Our results suggest that open-mindedness and readiness for change are vital for professional growth for teacher educators when encountering such a significant reform. In addition, the results disclose that the interaction within the framework of the international project is influential for the professional growth of teacher educators’ curriculum developers. It stimulates a change in their thinking and allows them to see professional issues from another angle.

헌법재판소의 독립성 증진에 관한 소고

Constitutional Court celebrated its 35th anniversary in this year. Since the introduction of the Constitutional Court system in 1987 and the enactment of the Constitutional Court Act in 1988, the Constitutional Court has been in the center of public criticism and political events, but has played an independent role as the final institution for constitutional interpretation. For the Constitutional Court, which is bound to be in a tense relationship with politics, the guarantee of independence should be stronger than any other state institution so that it can fulfill its role as the last bastion of constitutional protection and guaranteeing basic rights. Nevertheless, the current composition method shows a structure contrary to the principles of democratic legitimacy and professionalism, which are the principles of the Constitutional Court, causing problems that hinder the promotion of independence. Constitutional scholars have consistently pointed out issues related to this since the establishment of the Constitutional Court system, but hopes for reform were only intermittent. Time has passed without any significant change, and now discussions on how to organize, one of the pillars of the independence of the Constitutional Court, have been dismissed as a rather dull topic. However, at a time when interest in the Constitutional Court is currently highlighted, it is necessary to re-examine the independence of the Constitutional Court. Therefore, the purpose of this study is to ignite the reform of the Constitutional Court by devising practical improvement measures other than revision based on literature research. As a result, the appointment system reaffirmed the discussion on the need for constitutional amendment and examined detailed improvement plans. In the case of the qualification system issue, it was set as the qualification of constitutional judges in academia, but it was concluded that additional discourse on detailed realization measures was needed. Therefore, the transition period of the improvement process was presented in its own way by using the legal professional development process of the law school. We must continue to pay attention to the Constitutional Court so that it can defend the Constitution and liberal democracy as a fair judge. If the constitutional interpretation is provided that the members of the public can understand based on the fairness and objectivity of the composition outside the Constitutional Court, the credibility of the Constitutional Court can be increased even though it is inseparable from politics and ideology in nature.

Development of Students' Professional Skills and Institutions of Higher Education during the Pandemic

The article is devoted to evaluating the pedagogical process of students' professional skills development during the pandemic. The study aims to investigate the formation of students' professional skills and determine their level of studying during a pandemic. The author's team surveyed to obtain empirical data on students' professional skills development. Surveying students and teachers were carried out during distance learning during a pandemic. The questionnaire results show the advantages and disadvantages of distance learning from the student's point of view. It is essential for education, built on a student-centered learning model. The main advantages of distance learning are a convenient schedule, combining study with work, acquiring new skills, the ability to do favorite things, and increasing motivation for self-education. Distance education's disadvantages in a pandemic include technical problems, including the lack of Internet, the difficulty of learning self-organization, and the low information and computer skills among students and teachers. The study results showed that students and teachers need support and motivation for distance learning.