Process Of Self-development Research Articles

The essence and content of educational self-organization of students of pedagogical specialties of the college

The article presents the essence and content of educational self-organization of college pedagogical specialties students. Modern education today is focused on creating conditions conducive to self-expression and self-realization of the individual, awareness of one’s significance and potential, and the desire for personal and individual-professional development. Entering the profession and reaching professional maturity, a young specialist is faced with the need to constantly improve his activities. Modernization of educational content and technologies is aimed at various processes of self-development, including the process of educational self-organization of the individual, which is considered key to human development. Practice shows that students do not have enough skills in self-organization, and their knowledge of educational self-organization is fragmentary.

METHODS OF PROPER ORGANIZATION OF PROFESSIONAL CULTURE AND ACMEOLOGICAL CRITERIA IN TEACHER'S ACTIVITY

In this work, written on the topic of "methods of correct organization of professional culture and acmeological criteria in teacher's work", the importance of formation of professional culture and correct organization of acmeological criteria in pedagogical activity is analyzed. Acmeology is the professional and personal development of a person is a science that studies the process of growth and self-development, and this process takes an important place in the work of teachers. In this study, teachers' professional culture and how to achieve their personal and professional growth through acmeological approaches The abstract emphasizes the importance of using effective strategies, methods and technologies for the proper organization of professional culture and acmeological criteria in the teacher's activity.Approaches to self-development of the teacher, improvement of professional competencies, as well as ways of using creative and innovative methods in pedagogical processes are studied. Through this, the teacher achieves high results in his work and contributes to the development of his students. The importance of this work is that the relationship between professional culture and acmeological criteria in improving the quality of education is analyzed on a scientific basis. Opinions expressed by scientists and presidents on the topic "Professional culture and methods of correct organization of acmeological criteria in teacher activity" play an important role in the formation of pedagogical culture and the role of teachers in improving the quality of education.

The Role of School’s Principal and Peer Observation in Improving the Professional Quality of Teachers

This research aims to investigate the role of observation by school principals and colleagues in improving the professional quality of teachers in the education environment.This research examines the role of principal and peer observations in improving the professional quality of teachers using the review article writing method.Research conducted by researchers at SD N 163 Palembang shows that observations by the principal and colleagues contribute to improving the professional quality of teachers. Observation is the same as supervision, only the name has changed in the Independent Curriculum. Observations or direct observations from other people to provide feedback can be carried out by the Principal and colleagues so that the professional quality of teachers can be improved. The principal acts as a leader and director in the teacher evaluation and self-development process, while colleagues provide social support and constructive feedback. This research makes a new contribution by exploring the role of observation by school principals and colleagues in an integrated manner in the context of increasing teacher professionalism. This approach highlights the importance of collaboration and support between school members in teacher professional development. Important implications for educational management practice, emphasizing the need to develop observation systems that are oriented towards continuous learning and holistically increasing teacher professionalism.

The Multiple Advantages of Self-Leadership in Higher Education: The Role of Health-Promoting Self-Leadership among Executive MBA Students

The purpose of this conceptual and explorative study is to document the advantages of health-promoting self-leadership practice. Professional certification programs are criticized due to a lack of practice among participants, involvement, and short duration. This study is based on self-leadership practices over several weeks of two executive MBA student classes from spring 2020 and 2021. A preliminary theoretical framework is developed suggesting that health-promoting self-leadership, which includes three orientations, has an impact on self-efficacy, mental fitness, and performance. Two different self-leadership classes with managers from the public and private sectors went through a self-development process as a semester project. The content analyses of 112 student reports unfolded students’ self-development processes and results identified in diaries, notes, tables, training schedules, and reflections. The findings, based on two different samples and aggregated data, support the theoretical framework. Moreover, the processes of self-development and self-leadership seem to be advantageous for almost all managers. The health-promoting self-leadership practice improved managers’ mental and physical fitness, energy balance, self-efficacy beliefs, and performance. These outcomes were achieved through physical activity, self-talk, meditative exercises, reward systems, visualizing, diet programs, and routines. The findings underscore the importance of self-development processes amongst managers, and that health-promoting self-leadership courses should last over several weeks.

Media space in conditions of nonlinear complication of social reality

System analysis as a paradigm allows us to study the media space as a subsystem with flexible connections internally and externally with other subsystems. Using a systematic approach, the author proposes to consider the transformation of the media space as a selfdeveloping process that occurs under the influence of digitalization, which is a factor in the rate of change. The author proposes to consider the media space as a social process with its inherent: (1) logical subject; (2) temporary relationships; (3) spatial relationships; (4) direction. As a result of the article, the author agrees with the opinion of researchers that under the influence of technological development of society, the media space has been transformed into the media sphere.

Personality development as a subject of psychology and pedagogy

The article presents a historical retrospective of the idea of human self-development in pedagogy and psychology. The inclusion of self-development in the modern educational process is emphasized. Attention is drawn to the contradictory interpretation of the categories «personality development», «personality self-development», «personal growth» in modern psychology. Two directions are described that represent the process of self-development of an individual in different ways: self-development as a spontaneous process of striving for personal growth and development (formulated in the humanistic paradigm) and development as a conscious and purposeful self-regulation and self-change of oneself (subjective approach). It is claimed that self-development is not generated exclusively by the freedom of will and mind of a person and is not only the result of purposeful education. It is stated that pedagogical practice and psychological science should be focused on finding those pedagogical conditions and studying those factors under which both the one and the other approach will be productive. It is worth paying attention to how effective each of the approaches will be in certain age periods of personality development. In psychology, there is currently no single approach to the phenomenon of self-development, the definition of its essence, the formation of a synonymous field of similar concepts. Solving the problem of self-development of the individual lies in the plane of integration of modern psychological and pedagogical knowledge. Self-education and self-education is a necessary condition for improving pedagogical skills and professional development of a future specialist. One of the main tasks of education in general is the formation of the ability of a growing personality to self-education and self-development.

Kreativitas Dan Kritis Dalam Pendidikan Seni di Sekolah dan Keluarga

Current developments in technology and art have an impact on creativity and critical thinking which has brought major changes to arts education. The new paradigm includes the integration of technology in the arts curriculum, as well as the use of new media for artistic expression and creative learning. A holistic approach to artistic values ​​also makes this paradigm encourage art teaching that considers environmental impacts, as well as promoting awareness of environmental issues through works of art. Arts education remains sustainable over a long period of time, without destroying the environment so that it can continue to offer a good artistic life for every individual. Assessment of artistic creativity in a learning context is an assessment that accommodates process and outcome aspects. Evaluation of arts education in assessing learning as creative education. The teacher's task is to assess student creativity starting from the learning process to the learning outcomes, because creativity is a process that is inherently related to reflection on a person's self-development process.

ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МЕХАНІКІВ АВТОМОБІЛЬНОГО ТРАНСПОРТУ

The personal orientation of the pedagogical process, the identification and development of the natural abilities of each person, as well as the creation of a personality-oriented pedagogical system are important tasks of modern education. This requires changes in traditional approaches to learning to build competence. The main reason for updating the state educational standard is the transition from a minimum of content to a minimum of results, which is determined by a set of competences. The article presents the pedagogical conditions that ensure the formation of professional competence of future motor transport mechanics in vocational education institutions. Given that the pedagogical conditions have been identified, which, in our opinion, should ensure the readiness of future motor transport mechanics to effectively apply the latest technologies in production activities and further implement the processes of self-development and improvement of the acquired skills. In the framework of an experimental study on the formation of professional competence of future motor transport mechanics in vocational education institutions, it is necessary to determine the pedagogical conditions that will ensure the effectiveness of this process. Key words: pedagogical conditions, professional competence, road transport, educational process, case method

Методы и формы воспитания современного школьника

Introduction. At present, with the priority of education in the country’s public policy, it is important to analyze existing approaches to the categories of methods and forms of education. Theoretical analysis allows us to see contradictions in the interpretation of these concepts. Comparative analysis makes it possible to identify significant guidelines for the teacher in choosing methods and forms of education in working with children, and to highlight the most significant positions. Consideration of the problem made it possible to identify various approaches to the definition of forms and methods of education, and the basis for their classification. Conclusion. The grounds for choosing methods and forms of upbringing are highlighted: the activity of the child himself, the manifestation of his subjective qualities in activities, communication in the definition and manifestation of an independent position; the interaction of a teacher with children should be of a value-semantic nature; communication with pupils and forms of interaction with them should stimulate the processes of self-education and self-development, self-awareness and selfattitude, self-realization and self-regulation; the use of methods and forms of education is important for collective formation, the formation of ties and relationships between pupils, the teacher and children, the manifestation of the common goal of joint life.

Right to the city ownership transfer in the integral reurbanization process of Villa 20 City of Buenos Aires

This article describes and analyzes the approach to the ownership regularization process implemented in Villa 20. Located in the City of Buenos Aires, Villa 20 is a low-income neighborhood that has been developed by its residents over the last 70 years through a progressive and continuous habitat self-development process. Based on the knowledge provided by the technical managers responsible for the implementation and by the social organizations involved, the aim of this study is to present the complexity of the ownership regularization process. Moreover, it seeks to show the fundamental role that the participatory process played in developing new instruments and reaching agreements meant to gradually advance towards the issuance of title deeds. Special emphasis is placed on the lack of normative interventions designed to adapt the built construction to the current planning regulations and on the prominence given to the title deed as the only validated instrument for proving tenure security. The ownership regularization approach conducted in Villa 20 focuses on addressing issues not covered by regulations through gradual urban and ownership regulatory actions. By means of a series of technical, social, and institutional adaptations legitimated by the participatory process, the aim of these actions is to issue a variety of documents that certify possession in order to strengthen housing security, even though they do not grant full title deed status.

Grotstein의 이중-경로 이론(dual-track theory)을 바탕으로 재조명해본 자아 구조의 발달에 대한 분석적 고찰: 유아기 대상 경험과 하나님 표상 발달과 관련하여

This study analyzes Grotstein's Dual-track Theory, which applied the perspective of development theory and Neurophysiology based on the object-relations theory that emphasizes the importance of early childhood ego-development, to understand why the key factor in self-cohesion in the infant self-development process is “good enough care,” and based on this understanding, I suggest applications in Christian counseling by linking the effect of early childhood psychological experiences on the formation process of God's representation. I critically reconstructed Grotstein's dual-track theory to analyze why “good enough care” has a key impact on infants' self-development in early childhood. Finally, the limitations of the study and suggestions for subsequent studies were discussed.

Reconstructing Society in the Light of Sūrat al-Ḥujurāt

Muslims are faced with many issues, including the malicious use of the tongue, that challenge their social cohesion. Considering the gravity of this matter, this work explores the path towards social reform by infusing the values of Sūrat al-Ḥujurāt into society leveraging the mechanisms of social reconstruction philosophy. In particular, it analyses verses 11 and 12 of Sūrat al-Ḥujurāt which primarily discuss tongue-related social ills such as backbiting, ridiculing, and name-calling; they also illustrate a process of self-development that can facilitate mutual respect and brotherhood thereby minimizing the likeliness of internal conflicts of the Muslims. This work utilizes a qualitative study, which demonstrates that Sūrat al-Ḥujurāt is instrumental in protecting society from the ills of the tongue.

Aproximaciones a la capacidad de autodesarrollo informativo del futuro profesor: Una mirada política del fenómeno

The purpose of the study was to develop a critical approach to the informative self-development capacity of the future teacher, from a political point of view. Methodologically, the authors of the research used models such as: the laws of dialectics, the principles of objectivity, determinism, development, systematicity and interaction, to reveal the dynamics of the pedagogical educational process, leading to the application of the concept of development of social maturity; identifying in the discursive process, its contradictions and the interrelations of quantitative and qualitative changes inherent in the development of personality, at the stage of professional training in an institution of higher education; also studying, for this purpose, the patterns of progress of the subjects of pedagogical education in the context of updating the informational culture of society. In the conclusions, the study showed that scientists associate the solution of the problems of informational self-development capacity, as a communicational phenomenon detached from politics, which is a mistake, since any process of self-development essentially implies an empowerment of the subject, with different implications in the relations of knowledge and power of which it is a part.

Analisis Konflik Kelas Luring Pada Pendidikan Anak Usia Dini di Masa Pandemi COVID-19

Early childhood education in Indonesia is still an education that is starting to be of interest to parents to direct their children's readiness to continue their education to the next stage. With the learning process of self-development, cognitive processing, emotional processing, psychomotor processing and social interaction exercises in the form of children's independence during their playing period. Early childhood education is also different from other levels of education, it is only trained to play a lot but there is still learning. However, since the COVID-19 pandemic in early 2019 until now, early childhood education has been affected and online classes are held, in addition to students, including the age vulnerable to disease, are also still the lack of understanding of early childhood interpreting the covid 19 virus like adults. The psychological shock experienced by children when they have to go to school at home, not meeting teachers and friends will lead to boredom, lazy to do assignments so that they are affected by the psychological slumber felt by parents, especially mothers who have to teach children at home, who were previously children's learning tasks. more handled by teachers in schools. With online classes it is considered the best solution to hack the spread of covid 19 in the environment of early childhood. The emergence of conflicts between online and offline classes in the world of early childhood education is the basis for the research of this article, which uses qualitative research methods and is described in a descriptive analysis based on literature review and studies of social phenomena.

Alternatywa pedagogiczna w teorii wychowania estetycznego Ireny Wojnar

The aim of the article is to present the pedagogical thought of Irena Wojnar, the creator of the theory of aesthetic education, which was a specific pedagogical alternative of the second half of the 20th century. From the 1970s onwards Wojnar started to propose art as an educational tool, and in this way she opposed to the “traditional” approach to education. She claimed that education should be identified with a conscious process of self-development. She believed that apart from acquiring knowledge, it is important to develop such human dispositions as imagination, sensitivity, empathy, creativity, the activation of which contributes to the integrated growth of human personality. Wojnar pointed out that art should be treated as a remedy for the technicalised, conformist and inhuman civilisation, art should be treated as a model of human functioning in the world. Wojnar postulated a new, humanistic dimension of education, in which there is a space for upbringing leading to creative, responsible humanity. The article presents the main assumptions of the theory and ideas of aesthetic self-knowledge in the context of understanding the world and caring for its future. The paper also discusses activities aimed at the application of the theory of aesthetic education in educational practice during long-term courses for teachers. The paper is based on biographical research, analysis of source materials and the author’s own memories related to Professor Irena Wojnar.

Professional-developing potential of a teacher's digital integrative educational environment

Introduction. In the modern dynamically changing conditions of all spheres of the economy and society, the influence of the digital transformation of the educational environment on the professional selfdevelopment of a teacher is rapidly increasing, which determines the need to study systemic changes in this process. The purpose of the study: to determine the influence of the professional development potential of the digital integrative educational environment in the totality of its structural components on the process of self-development of the teacher. Materials and methods. Forty-three teachers from general educational institutions of Krasnodar city and Krasnodar region (Russian Federation) took part in the study. Research methods: questionnaire survey, comparison, ranking, correlation analysis. Results. The self-development of a teacher by 85,6% depends on the influence of the professional-developing potential of the digital integrative educational environment, including the microenvironments of educational organizations, the mesenvironments of professional communities, the macroenvironment as a global unified system. These structural components are equally important for the self-development of the teacher, which confirms the systemic nature of the digital educational environment, its properties of integrativity and emergence. The self-development of a teacher as a professional equally depends on the accessibility and openness of this environment, saturation with professional development resources, interactivity as feedback (the average scores for these evaluation criteria are 76,79; 77,22; 77,11, respectively, with a maximum value of 90 points). The listed criteria for assessing the professional development potential of the digital integrative educational environment are reliably interrelated with each other (tf >tst at α = 0,05). Conclusion. As a result of the research, the professional-developing potential of the digital integrative educational environment in the totality of its structural components (microenvironment, mesenvironment, macroenvironment) is revealed, its influence on the process of teacher self-development is substantiated. This new approach allows us to use the results obtained in improving the effectiveness of professional and pedagogical self-development, which is the practical significance of the study.

Penerapan Metode SQ3R untuk Meningkatkan Hasil Belajar Siswa pada Pemahaman Membaca Cerita Mata Pelajaran Bahasa Indonesia di Kelas IV MI Cibuntu Bogor

Understanding literacy in grade 4 is already a very important part. If you still find many students whose ability to understand the meaning of their reading is poor, it will greatly affect the process of self-development of students and the learning process in class. The ability to understand reading has a big impact on all subjects so that it affects student learning outcomes. The research objective was to improve learning outcomes and reading comprehension using the SQ3R method for fourth grade students MI Cibuntu. This type of research is Classroom Action Research (CAR). Where the teacher as the executor of learning while the researcher as an observer. The research design uses the Kemmis and Mc. Taggart. The subjects of this study were students of class IV MI Cibuntu which consisted of 30 students. The object of research is the result of learning reading comprehension. Data collection techniques using observation and interviews. Data were analyzed descriptively and presented in tabular form. The results showed that there was an increase in reading comprehension learning outcomes, namely in the first cycle by 69% (enough category), then in the second cycle it increased to 82% (very good category). This means an increase of 13%. Thus the use of the SQ3R (Survey, Question, Read, Recite, Review) method in Indonesian subjects can improve learning outcomes in reading comprehension for class IV MI Cibuntu Bogor.
 Keywords: Learning Outcomes, SQ3R Method, Reading comprehension

Penerapan Metode SQ3R untuk Meningkatkan Hasil Belajar Siswa pada Pemahaman Membaca Cerita Mata Pelajaran Bahasa Indonesia di Kelas IV MI Cibuntu Bogor


 Understanding literacy in grade 4 is already a very important part. If you still find many students whose ability to understand the meaning of their reading is poor, it will greatly affect the process of self-development of students and the learning process in class. The ability to understand reading has a big impact on all subjects so that it affects student learning outcomes. The research objective was to improve learning outcomes and reading comprehension using the SQ3R method for fourth grade students MI Cibuntu. This type of research is Classroom Action Research (CAR). Where the teacher as the executor of learning while the researcher as an observer. The research design uses the Kemmis and Mc. Taggart. The subjects of this study were students of class IV MI Cibuntu which consisted of 30 students. The object of research is the result of learning reading comprehension. Data collection techniques using observation and interviews. Data were analyzed descriptively and presented in tabular form. The results showed that there was an increase in reading comprehension learning outcomes, namely in the first cycle by 69% (enough category), then in the second cycle it increased to 82% (very good category). This means an increase of 13%. Thus the use of the SQ3R (Survey, Question, Read, Recite, Review) method in Indonesian subjects can improve learning outcomes in reading comprehension for class IV MI Cibuntu Bogor.
 Keywords: Learning Outcomes, SQ3R Method, Reading comprehension

Subjective approach in the study of professional self-development of a teacher in a digital educational environment

Introduction. Modern global processes of change in all spheres of society and the economy determine the priority of professional self-development of teachers who are ready to introduce new technologies and are able to change dynamically in the conditions of digital transformation of education and uncertainty of the future. The purpose of the study: to substantiate at the methodological level the process of professional self-development of a teacher in a digital educational environment and to determine at the empirical level the formation of a subjective and semantic position during periods of professional and pedagogical crises. Methodology, materials and methods. The methodological basis of the professional self-development of a teacher is a subjective approach, enriched with the idea of subject-semantic and subject-integrative regulatives. In the first case, the internal position of the teacher is the leading one, in the second – the influence of the external digital educational environment on the process of self-development during periods of professional and pedagogical crises. The study involved 76 teachers from educational institutions of general and secondary vocational education in Krasnodar and Krasnodar Krai. Questionnaires, testing, ranking, and correlation analysis were used as research methods. To assess the reliability of the established correlation coefficients, the Student's t-test was used. Results. It is established that teachers are characterized by a high level of activity in realizing their own needs for self-development (89.5%) and, as a result, low values of crisis-causing factors of professional and pedagogical activity (97.4%), as well as high indicators of factors of successful overcoming of professional and pedagogical crises (90.8%). The indicators of the realization of the need for active self-development and the factors of self-organization and selfcontrol of activities, as well as long-term goal-setting are significantly interdependent (tф>tst; α = 0,05). Conclusion. The results of the study contain a solution to the significant problem of substantiating and modernizing the process of professional self-development of a teacher. The implementation of this process on the basis of a subjective approach makes it possible to increase its effectiveness, to provide socio-pedagogical support to selfdeveloping teachers in crisis periods in a digital educational environment. Keywords: professional self-development of a teacher, digital educational environment, subjective approach, subjectsemantic and subject-integrative regulatives, professional and pedagogical crises, socio-pedagogical support

Мастер-план Казанской агломерации как основа поддержки региональных проектов

Recently, the tasks of balanced spatial development have been successfully solved by means of use of well-established scientific tools for agglomeration development. This type of spatial development provides for the need to ensure integrated transport and communication accessibility for infrastructure development of social and economic potential of the territory and taking into account many factors to increase the efficiency of the functioning of the elements of agglomeration system. A key element of strategic development of the agglomeration is the development of appropriate project master plans. The article provides scientific substantiation of approaches to the development of a master plan for Kazan agglomeration. The development of Kazan agglomeration is the result of the process of self-organization and selfdevelopment of the city of Kazan and its surrounding municipalities. As a basis for the development of a polycentric agglomeration, intensive ties between the elements of the territorial system are analyzed: elements of residential development, social, transport, and engineering infrastructures growing together. Common markets for housing, labor, and services have been formed and are developing. The model of the territorial development of Kazan agglomeration is analyzed, which includes three main parts, i.e., organizational, regulatory, and legal support, financial mechanism. The organizational part is based on a long-term plan of social and economic institutions in the region. Regulatory support for agglomeration development is provided by relevant federal laws. As one of financial instruments, the authors suggest an infrastructure menu as well as tools that provide the opportunity to reduce the debt of a constituent entity of the Russian Federation to the federal budget on state loans. Taking into account the long-term nature and importance of the development of these documents for the further balanced social and economic development of territories, the need for immediate organization of work on similar preparatory work in terms of the development of inter-municipal teams, their training, and the collection of primary information on the Kama and Almetyevsk agglomeration was proved.