Professional Self-development Research Articles

Теоретичні аспекти професійного саморозвитку майбутніх соціальних працівників.

The article defines and reveals the essence of the concepts "professional self-development", "self-development", presents the essence and ways of forming professional self-development in the future social worker; "self-education" as a component in the development of the future social worker is revealed and substantiated. The authors point out that the most important thing in personal development is consistency. The authors present the ways of forming self-development of future specialists’ in the social sphere in the conditions of professional higher education institutions by means of extracurricular activities; theoretical directions of forming students’ professional self-development by use of forms and methods of extracurricular activity are given.

Model Of Diagnostics And Improvement Of Quality Of Preparation For Professional Activity Based On Integration Of Pedagogical And Technical Knowledge

In this article the model of diagnostics and improvement of quality of preparation for professional activity on the basis of integration of pedagogical and technical knowledge and its contents are described. Expert model is a standard description that provides successful solutions to emerging problems in the manufacturing industry, defines certain qualities and reflects the professional knowledge and self-development of a professional, and is one of the types of qualifications that are specific to each position and job. professional activities, tasks and responsibilities, personal qualities, knowledge and skills.

A Withdrawal Prediction Model of At-Risk Learners Based on Behavioural Indicators

Nowadays, the virtual learning environment has become an ideal tool for professional self-development and bringing courses for various learner audiences across the world. There is currently an increasing interest in researching the topic of learner dropout and low completion in distance learning, with one of the main concerns being elevated rates of occurrence. Therefore, the early prediction of learner withdrawal has become a major challenge, as well as identifying the factors, which contribute to this increasingly occurring phenomenon. In that regard, this manuscript presents a framework for withdrawal prediction model for the data from The Open University, one of the largest distance learning institutions. For that purpose, we start by pre-processing the dataset and tackling the challenge of discretization process and unbalanced data. Secondly, this paper identifies the semantical issues of raw data by introducing new behavioural indicators. Finally, we reckon on machine learning algorithms for withdrawal prediction model to understand the lack of learners' commitment at an early stage.

PEDAGOGUE'S CAREER GROWTH IN THE CONTEXT OF PERSONAL AND PROFESSIONAL SELF-DEVELOPMENT

The review publication analyzes some aspects of a pedagogue's career growth. The emphasis is placed on the interdisciplinary approach to the problem of the pedagogue’s career growth. The essence of the basic concepts of the researched theme is analyzed. It is emphasized that the terms "professional" and "career development" correlate with each other, but are not identical. There has been proved that the pedagogical career should be considered as a self-achievement of such a level of pedagogical and managerial skills that provides the pedagogue with a worthy position in the society and promotion of the career move. It is noted that that overcoming the crisis of development is connected with a person's reassessment of values and goals, the discovery of new opportunities for self-realization, etc. It is substantiated that overcoming the mentioned crises is provided by the individual-developmental orientation of the pedagogue’s career growth designing, which takes into account the modern requirements to the pedagogue-professional.There has been revealed the essence of personal and professional self-development as a holistic system based on self-transformation of the individual and carried out by self-regulation of his/her behavior and activities that are aimed at achieving personally and professionally essential goals. It is noted that the modern pedagogue’s career growth involves a certain personalized trajectory of personal and professional development following the laws of life stages, levels of professional identification, individual characteristics, and the level of professional motivation. The main tasks of career planning, management and implementation are outlined. The importance of providing the conditions for a person's career success is emphasized. The recommendations for scientific and methodological support of the pedagogue's career growth are substantiated.

Application of technologies of formal and non-formal education for continuous professional development of the modern specialist

The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.

Особенности репродуктивных установок современной молодежи: мнения экспертов и реальность

Presented is analysis of results of sociological research of reproductive attitudes of young people in modern Russian society. The article states, that they are gradually transforming from traditional to adaptive ones. Reproductive attitudes are regulated partly by common norms and values and partly by personal reproductive views. However, they are changing. In the structure of life values of modern youth, children were ranked on the 3rd place in the hierarchy of importance (after health, family). While having a child is still dominant attitude, instrumental orientation to the child is strengthened. Only 18% of young people traditionally see the joy of life in children to some extent; 47% — categorically reject traditional attitudes to childhood as a guarantee of personal and family happiness; 14% — share liberal tolerant values of individualism in their reproductive attitudes. The modern young generation is characterized by an orientation towards having few children. This is manifested in a decrease in the orientation to have two children and an increase in the orientation to have only one child, or to be childfree. From one hand, that indicates the growing value of children themselves, from other hand that shows a reduction of having children among young people. A significant degree of actual distancing of reproductive behavior attitudes from traditional values and practices in this sphere of life, their individualization and rationalization are revealed. Young people who would like to have 2 or 3 children has only one especially among younger groups when their life strategy is more orientated on study, professional self-development and achievement economical comfort life. According to youth opinion the birth of a child brings more difficulties to life than positive changes, which provokes rationalism and pragmatism of individual reproductive attitudes of the younger generation. Unwillingness to have children contributes to the growth of contraceptive culture. Although, the development of contraceptive attitudes related to the reproductive sphere is slow, that provokes the problem of abortions or “accidental” “unwanted” children. Distribution of methods of making decisions about the birth of children and their number, as well as responsibility for the onset of pregnancy have already begun to acquire the character of asymmetry, shifted towards the woman.

Вариативность как ведущий принцип конструирования индивидуальной траектории профессионального роста преподавателей колледжа

The necessity of using a variational approach when designing an individual trajectory of professional growth for college teachers is substantiated, which involves taking into account the level and characteristics of their professional and personal development. The article presents the results of an empirical study, the purpose of which was to identify the types of individual trajectories of professional growth of college teachers. The study involved 214 teachers with a teaching experience of 3 to 38 years. The study was carried out using two specially selected reliable and valid methods: a diagnostic technique for the level of partial readiness for professional and pedagogical self-development (Fetiskin N.P., Kozlov V.V., Manuylov G.M.) and a methodology for studying professional motivation developed by K. Zamfir and modified A. Rean. The main research methods are comparative (calculation of the χ2 test and Student t-test) and correlation (calculation of the Spearman correlation coefficient) analyzes. As a result of the study, it was proved that the professional and personal development of college teachers is characterized by its diversity and variability, associated primarily with the motives of their professional activity and with the level of formation of their readiness for self-development and self-education. A typology of individual trajectories of the professional growth of college teachers has been developed, which determines its main directions and content and includes adaptive, activating, stimulating and correcting types of individual trajectories. Based on the results of the study, it is concluded that it is necessary, possible and advisable to use the variability principle when designing individual trajectories for college teachers' professional growth, which allows us to achieve our goals in practice and thereby contribute to the realization of the idea of continuing pedagogical education of pedagogical workers of modern educational organizations of secondary vocational education.

Индивидуальная траектория методического саморазвития педагога

The relevance of the problem of building an individual trajectory of methodical self-development of a teacher is due to the change of reference points in the training and certification of teachers. The article presents an analysis of the category "methodological training" of a foreign language teacher from the point of view of both the process and the result. As a result of the analysis of psychological and pedagogical, methodological literature and comparison of essential characteristics of the desired category, the authors revealed that the teacher's methodological competence is a complex multi-faceted set of psychological, pedagogical and linguistic components. The content of the components of methodological training includes knowledge of modern approaches and technologies of training, knowledge about the essence and main characteristics of the learning process, the availability of skills and abilities of effective organization of the learning process, as well as personal and professional qualities of the teacher AND staff.
 On the basis of comparative analysis of requirements of the FSES IN teacher education and Professional standards articulate a set of knowledge, skills, and labor actions, constitute the essence of the methodical training of teachers of a foreign language and to determine the specific tasks of professional self-development and improvement of the teacher. The identified knowledge, skills and labor actions will allow you to design an individual program in accordance with the predicted difficulties and complications in your professional activity.

Вариативность как ведущий принцип конструирования индивидуальной траектории профессионального роста преподавателей колледжа

The necessity of using a variational approach when designing an individual trajectory of professional growth for college teachers is substantiated, which involves taking into account the level and characteristics of their professional and personal development. The article presents the results of an empirical study, the purpose of which was to identify the types of individual trajectories of professional growth of college teachers. The study involved 214 teachers with a teaching experience of 3 to 38 years. The study was carried out using two specially selected reliable and valid methods: a diagnostic technique for the level of partial readiness for professional and pedagogical self-development (Fetiskin N.P., Kozlov V.V., Manuylov G.M.) and a methodology for studying professional motivation developed by K. Zamfir and modified A. Rean. The main research methods are comparative (calculation of the χ2 test and Student t-test) and correlation (calculation of the Spearman correlation coefficient) analyzes. As a result of the study, it was proved that the professional and personal development of college teachers is characterized by its diversity and variability, associated primarily with the motives of their professional activity and with the level of formation of their readiness for self-development and self-education. A typology of individual trajectories of the professional growth of college teachers has been developed, which determines its main directions and content and includes adaptive, activating, stimulating and correcting types of individual trajectories. Based on the results of the study, it is concluded that it is necessary, possible and advisable to use the variability principle when designing individual trajectories for college teachers' professional growth, which allows us to achieve our goals in practice and thereby contribute to the realization of the idea of continuing pedagogical education of pedagogical workers of modern educational organizations of secondary vocational education.

Formation of continuous coaches’ education

The society developments model requires a modern specialist of a wide range of knowledge, skills and competencies for successful fulfilment of their professional functions, ensuring comprehensive and sustainable development of education and science of Ukraine. A rapidly evolving modern society needs skilled workers who can compete in the labor market, are competent, responsible and free to own a profession, capable of working effectively with a specialty at world-wide standards, ready for continued professional growth, social and occupational mobility.
 Postgraduate education involves the development of it through open technologies of adult‟s education, opens contingent and classes, transparency of the system, coherence of all components, as well as the conditions for free entry of subjects in the educational space, obtaining quality education without restrictions on gender, national, gender, and territorial differences. Professional self-development it is a process of forming a personality oriented to high professional achievements. In the system of postgraduate education creates the conditions for lifelong learning, accessibility in acquiring knowledge, meeting the needs and needs of the individual and society.
 Advanced training uses the modern theory and practice of sports training; application of methods of functional recovery of an organism is studied; out-of-training and out-of-competition factors in training athletes, psychological training are analysed. The timing of further courses depends on the formation of the group.

PROFESSIONAL TRAINING OF TEACHERS-PHILOLOGISTS IN AMERICAN HIGHER EDUCATION INSTITUTIONS

The article reveals the peculiarities of the American professional training of teachers of philology. The source base is analyzed and the lack of a common understanding of the concept of teacher training model, as well as the identification of concepts of models and approaches to the training of teachers of philology. The problematic issues of interdisciplinary training of teachers-philologists of integrative type for expanding opportunities for professional realization in the modern labor market are identified. The purpose of education and prestige of three types of master's and doctoral schools in American research universities are determined: the school of humanities and natural sciences; vocational schools of medicine, law and entrepreneurship; school of pedagogical education. The article considers such models of training of teachers of philology as intuitive, artistic and craft, scientific and applied, reflective, experimental, critical, collaborative, alternative, which allowed to substantiate scientific and methodological recommendations for improving the professional training of teachers of philology: development and introduction of an alternative model of training of teachers-philologists (alternative educational programs); development of mechanisms to stimulate students of philology to research activities; introduction of innovative teaching methods and technologies on the basis of interactivity, facilitation, collaboration, work in an interdisciplinary team, cooperation and constructive socialization; awareness of the need for interdisciplinary knowledge and skills, professional self-development. It was found that the models of teacher training in the United States have much in common with other countries of the European educational space, and the only model that is purely American is an alternative model of teacher training. Scientific and methodological recommendations for improving the professional training of teachers of philology in Ukraine on the basis of theoretical, organizational and didactic models of professional training in the United States are outlined.

Soft CLIL v.2.0: Integrating a mobile app and professional content into the language training

The presented article refers to the results of the “on-going” implementation of an educational model on the basis of Content and Language Integrated Learning (CLIL), aimed not only at the language and professional skills amplifying, but also at developing a range of such personal characteristics, as independence, critical thinking, quick decision making, and lifelong professional self-development. In the “soft” version of the CLIL model, learning is controlled by the language itself, the entire curriculum of the discipline is guided by it. In order to boost the efficiency of the above-mentioned model the authors, after analysing the theoretical works, consider mobile technologies as a sufficient learning and creating tool. The experiment training conducted at Saint-Petersburg State University of Civil Aviation, Saint-Petersburg and its findings revealed a great didactic potential behind the mobile note-taking apps (namely, Evernote) and a high tendency of increase in the engineering students’ writing and reading skills, necessary to perform their professional duties on top.

Clinical trials — the personal perspective of the research physician?

Background. The organization of clinical trials (CTs) requires the participation and coordination of healthcare providers, patients, public and private parties. Obstacles to the participation of any of these groups pose a risk of lowering the potential for the implementation of CTs. Researchers are a key human resource in conducting of CT. Their motivation for participation can have a significant impact on the recruitment and retention of patients, on the quality of the data collected, which determines the overall outcome of the study.
 Aims to assess the factors affecting the inclusion of Russian physicians-researchers in CT, and to determine their role in relations with patients-participants.
 Materials and methods. The study was organized as a part of the Russian multicenter face-to-face study. A survey was conducted of researchers from 10 cities of Russia (20172018). The participation in the survey for doctors was anonymous and voluntary.
 Results. The study involved 78 respondents. Most research doctors highly value the importance of research for science (4,84 0,39), society (4,67 0,46) and slightly lower for participating patients (4,44 0,61). The expectations of medical researchers are related to improving their financial situation and attaining new experience (n = 14; 18,18%). However, the opportunity to work with new technologies of treatment and diagnosis (n = 41; 52,56%) acted as a motivating factor. According to the questionnaire, the vast majority of research doctors (n = 29; 37,18%) believe that the main reason for patients to participate in CT is to receive quality and free medical care. The most significant obstacle to the inclusion of participants in CT was the side effects of the study drug (n = 38; 48,71%).
 Conclusions. The potential of clinical researchers in Russia is very high. The patient-participant acts for the research doctor as the subject of the study, and not the object, so the well-being of the patient is not indifferent to the doctor. However, the features of the functioning of our health care system form the motivation of doctors-researchers (additional earnings, professional self-development) and the way they perceive the motivation of patients (CT as an opportunity to receive quality medical care).

Foreign language communicative competence: problems, approaches, searches and solutions

The article discusses foreign language communicative competence of future teachers of foreign language and the problem of interconnection of foreign language communicative and professional competence of the future teacher of foreign languages. General language competences were considered and it was proved that foreign language communicative competence is what distinguishes a foreign languages teacher. The definition «foreign language communicative competence» and its content was analyzed. It was proved that foreign language communicative competence is an important component of communicative culture and an integral part of the preparation of modern specialists for further application of the acquired knowledge, skills and personal qualities in the foreign language environment, carrying out of interlingual, intercultural and interpersonal communication. It was clarified that the formation of the foreign language communicative competence is in such knowledge of the foreign language, which allows to use it to satisfy professional needs, to realize personal business contacts and further professional self-education and self-development. The definition analyses of the term «foreign language communicative competence» was carried out. The analysis of sources and recent publications of the subject has been carried out and the factors of forming of the foreign language communicative competence in practice were distinguished. Special attention was paid to the publications over the last twenty years. It was proved that foreign language communicative competence is an important and integral part of the professional competence of the teacher of foreign language. The goal of the formation of the foreign language communicative competence was specified. Different approaches to the definition of the foreign language communicative competence were researched three main approaches to the understanding of the notion of foreign language communicative competence were distinguished on the basis of the publications of the domestic researchers. Author's definition was proposed based on the theoretical analyses.

The Impact of Virtual Technology on Teachers Candidates’ Self-efficacy: A Literature Revie

This study evaluated the impact of virtual technology on teacher candidates’ self-efficacy. Teacher self-efficacy based on empirical validity in face-to-face environments remains continuously, while it is a new concept in an online education environment. The following literature review conducted among different academic electronic databases and examined the 15 years passed published work. The literature review explores three major areas of research in online education about technology on teacher candidates’ self-efficacy. (1) self-efficacy of pre-service teachers by adopting virtual technology (2) association between teaching self-efficacy and virtual technology (3) changes in self-efficacy of a teacher before and after a professional development with the help of virtual technology. The study described that different researchers continuously examine the balance between pedagogical and technological knowledge that supports the professional development of pre-service teacher self- efficacy with the help of virtual technology, whether teacher self-efficacy differs in online education as compared to face-to-face education.

CRITERIA AND LEVELS OF DEVELOPMENT OF PROFESSIONAL SELF-REFLECTION OF FUTURE LEADER OF AN INSTRUMENTAL BAND

This article examines the state and criteria of development of professional self- reflection of future leaders of an instrumental bands. The qualitative characteristic of levels of development of professional self-reflection is defined and four levels of development of this skill are outlined. The value and role of professional self-reflection of the leader of an instrumental band in the context of collective performance management is disclosed. It is noted that the reflexive method makes it possible to comprehend one’s own and team members’ activities, to predict one’s own actions, to form a new thinking style, to detect and anticipate problems in one’s own professional activities and improve the quality of work. We also believe that professional reflection is a necessary component of the professional education of the future leader of the instrumental ensemble and the cornerstone principle of successful management of any ensemble performance in particular.

The components’ identity role in ensuring of the students’ youth psychological well-being

The article is devoted to identifying the most important parameters of identity that define psychological well-being of students. The aim of the study is to determine the role of components of identity in ensuring psychological well-being of students. The results specify that identification with one's own family is a factor in the formation of positive relationships with the environment. Positive identification with their own inner world promotes independence, ability to resist social pressure in their thoughts and actions. Successful identification with one's own inner world and around the middle of communication fosters a sense of confidence and competence in managing the daily Affairs and a sense of continuous self-development, tracking their own personal growth and realize their potential, and the availability of goals in life and create a sense of meaningfulness of their own lives, the recognition and acceptance of their diversity, a positive assessment of his past. Successful identification with one's own internal experience contributes to the feeling of life satisfaction, happiness, self-actualization, and personal growth. Identification with one's own personal growth is a prerequisite for creating in students a high opinion of his own abilities, a sense of competence in the management of daily activity; a positive identification with the future profession, family and social life are the prerequisites of formation of the ability to perceive and integrate a new experience, to realistically assess all aspects both positive and negative aspects of human existence. It was found that the higher statuses are characterized by gender and professional identity, the more these students is characterized by the presence of loved ones, pleasant, trusting relationships with others and a desire to care for other people, ability to find compromises in the relationship (given that the balance of affect is the idea behind a reverse index).
 It is established that indicators of identity are the prerequisites for the formation of psychological well-being in students identified for such integrated indicators as the development of professional self and identity that is declared, and in particular the partial variables such as identification with their own family, inner peace, personal development, society and the like, which ensure the formation of psychological well-being in its various manifestations, is first and foremost a positive evaluation of themselves and their own life, as well as the ability to create conditions that meet your own personal needs and values.

PEDAGOGICAL SUPPORT OF STUDENTS IN VOCATIONAL EDUCATION

The study of pedagogical support of professional self-development of a student is aimed at solving the urgent scientific problem of ensuring the professional growth of a modern specialist. The included participation of authors at all stages of the process, from conducting an interdisciplinary scientific and theoretical analysis of the problem to presenting the main scientific results at the regional, all-Russian and international levels, made it possible to develop organizational, methodological and pedagogical support for the open network experimental Foresight platform. The study identified interactive content, created methods and programs to support the activities of the scientific and methodological laboratory of professional self-development.

The main ways to improve the quality of training highly qualified scientific personnel

The article is devoted to improving the quality of highly qualified scientific personnel training in graduate school. It is indicated that necessity of forming the postgraduates’ readiness for innovative activity has become relevant due to the transformation of sociocultural values, exacerbation of globalization processes, the dominance of the innovative way of developing the society. It is the most important indicator of their preparation for future professional scientific and pedagogical activity. Postgraduate’s readiness for innovation activity is considered as a future specialist personal education. It characterizes is ability to professional self-development, practical use of obtained scientific results and quick adaptation to the new professional requirements, taking into account the innovative way of economic development and competitive conditions of the modern labor market. The article identifies the main ways to improve the quality of training highly qualified scientific personnel (strengthening the requirements for the selection of candidates which enter the graduate school, the appointment of scientific advisors, preparation of scientific and educational programs for doctors of philosophy based on the educational fundamentalization, interdisciplinarity, innovation, scientific and practical orientation). It is also important to create special scientific educational environment in the institution of higher education. It provides for the informatization of scientific educational process, organization of joint educational research and development centers, opportunities for the academic mobility and individualization of postgraduate training.

A new look at the training of a coach in the system of higher professional education

Introduction. At present in Russian society the problems of professional higher education in the field of physical culture and sports, changes of goals and content of training of trainers in connection with new social tasks are actively discussed: Promotion of a healthy lifestyle of the Russian population, formation of new life values, strategies and attitudes in society, building a course to extend the active life of Russian citizens and improve the health of the younger generation of Russians, development of health of saving technologies for the population, etc. The article justifies the need to develop a new approach to education of students of faculties of physical culture and sports, discusses the need to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students.Materials and methods. The article is an analytical review, where an attempt was made to systematize scientific psycho-pedagogical knowledge on the problem of training of the trainer in the system of higher vocational education. The main method of studying the problem of professional training of the teacher - trainer is the method of theoretical analysis of scientific pedagogical and psychological works in the works of domestic authors. It is noted that professional training of the teacher - trainer should be based on certain principles which are justified and disclosed in this article.Results. The content of professional activity of the teacher-trainer is considered and described, professional competences which he should possess as a professional are defined; Content, methods and means of training teachers in physical culture and sports. The results of the survey of students of the Faculty of Physical Culture and Sports of the Nizhny Novgorod State University named after N.I. Lobachevsky concerning their training and obtaining professional knowledge and skills in the psycho-pedagogical field are presented. The necessity to develop a new approach to education of students of faculties of physical culture and sports, the necessity to change educational content and methods of education of future teachers-trainers, formation of pedagogical conditions for professional and personal self-determination and self-development of students is justified.Discussion and Conclusions. The conclusion on the need for further theoretical analysis and synthesis of available scientific research on this problem is justified. On the basis of the results of few psychological studies of domestic authors, the need for further study of the problem of vocational training is proved. teachers-trainers. Prospects for the development of vocational higher education in the field of physical culture and sports have been defined. The conclusion that traditional approaches to training of the trainer-teacher in the system of higher school require revision, and the process of education - meaningful and organizational reform is justified.