Self-improvement Of Teachers Research Articles

Pedagogical conditions for forming and developing the competence of self-education and self-improvement of teachers

The article reveals and substantiates the pedagogical conditions for the formation of the competence of self-education and self-improvement of teachers in the educational space of postgraduate education institutions. The main research methods are theoretical and systemic analysis; systematization of information on the problem of the formation and development of the competence of self-education and self-improvement in the system of postgraduate education. The essence of the concept of "competence of self-education and self-improvement" of a teacher of higher education is revealed. It is proposed to consider the designated concept as the readiness and ability of an individual to carry out effective independently cognitive creative activity within a certain professional sphere due to the formation of self-learning knowledge and skills of self-educational activity. The article analyzes the experience of its formation among teachers during their training in the system of postgraduate education. An important pedagogical condition for the implementation of the process of formation and development of the competence of self-education and self-improvement of teachers is the willingness of scientific and pedagogical workers of the institution of postgraduate education to stimulate the applicant for education to self-education and self-improvement, which contributes to the development of his personality, the ability for independent personal and professional development in the future. It is stated that the second pedagogical condition is the provision of self-education and self-improvement of the teacher in the process of mastering the content of the advanced training course on the basis of the institution of postgraduate education. It was established by means of a survey of students of advanced training courses and interviews with scientific and pedagogical workers of IATPS NUPh that the specified pedagogical conditions for the formation and development of the competence of self-education and self-improvement of teachers provide for the creation of a stimulating educational environment, contributes to the inclusion of both teachers and applicants for the institution of postgraduate education in the process of creative activity and stimulates the development of their professional and personal qualities.

САМОМАРКЕТИНГ В ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПРЕПОДАВАТЕЛЯ ВУЗА

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

ІННОВАЦІЙНІ ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ ЯК ЗАСІБ УДОСКОНАЛЕННЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ ПЕДАГОГІВ

The author analyzes the main definitions of the researched problem: "educational technology", "pedagogical technology", "learning technologies", "innovative technologies". The essence of innovative learning technologies is characterized. The main innovative technologies are aimed at the development of professional competencies of teachers of vocational training and set a new vision of scientific and practical experience. The importance of the role of the use of innovative technologies in the professional activity of pedagogical workers of vocational (professional and technical) educational institutions is revealed, which effectively influences the increase of the level of professional competence of teachers. The author proves that introducing innovations in the learning process provides a high level of quality of vocational education, they should motivate and stimulate future skilled workers to receive the relevant demands of the market of vocational qualifications. The article defines the pedagogical conditions for the use of new technologies in the professional activity of teachers of vocational training. It is determined that the novelty of the experience is the training of students with the use of innovative technologies that qualitatively exceed classical education, so it is necessary to work with teachers: increasing the level of creativity of teachers, the desire for research, research work, providing psychological support for innovative pedagogical activities, the desire for self-development and self-improvement of teachers. The basis and content of innovative educational processes is innovative activity, the essence of which is to update the pedagogical process, the introduction of new formations in the traditional system. The use of modern innovative pedagogical technologies allows to create an effective system of education. The article indicates the trends in the development of educational technologies, methods of dissemination of innovations, which in the complex is due to objective factors: individualization of the educational process, the concept of national education of children and youth, variable learning systems (developmental, differentiated, etc.), methods of designing and modeling the life of the individual, a dialogic form of communication between the subjects of the educational process, a system for assessing the academic achievements of students.

Distance training of geography teachers in the context of educational reform

In the system of continuous geographical education, upgrading teachers’ professional skills plays an important role. Acquaintance with modern tendencies of educational technology and constant normative-legislative and methodical changes form a permanent basis for training and self-improvement of teachers. Since 2016 V.N. Karazin Kharkiv National University, in addition to specialists training, has been offering teachers’ qualifications improvement in the form of part-time classes, at the courses for teachers of general educational establishments of different types and forms of ownership in Kharkiv region in the study field «Geography. Geography of Ukraine». The purpose of the article is to analyze the organization of distance learning of geography teachers within the framework of teacher training courses. The main material. The program of training courses for geography teachers involves consideration of educational problems, features of teaching geography on various programs and courses, specialized training, courses for gifted children. High efficiency of the training is assured by the implementation of both invariant and variant components. The thematic plan is designed for 210 hours (7 credits). According to the curriculum, distance learning relates to the professional unit. During the on-site classes, teachers obtain basic knowledge, which is furthered with the distance course «Geography for Teachers», designed for 120 academic hours. The course «Geography for Teachers» is based on the Moodle platform designed to support distance learning. It contains such structural elements as glossary, tasks, resources, tests, a forum, a chat and consists of 12 information packs. Digital online classes take place within 4 weeks, which includes independent online study. This stage for teachers finishes with preparing and presenting the paper (implementation of the practical task) and taking the test. During this period, course participants can get a personal tutorial in the chat or the forum. It is important to maintain feedback from teachers because they work during the learning process due to the lack of time. Each of them has the opportunity to work with the distance course and get a tutorial in their free time. The distance course «Geography for Teachers» has been repeatedly tested by groups of teachers who were upgrading their qualification and has been improved with every comment or suggestion. The course has got the certificate of recognition as an educational and methodical work. Conclusions. To sum up, the usage of the distance course «Geography for Teachers» as a form of continuous geographical education certainly has a number of benefits: mobility, modernity of information, accessibility and informality. This improves the perception and work of geography teachers in self-education and upgrading their professional competencies. It also provides the opportunity to use new, up-to-date information in the form of lectures, presentations, manuals, statistical yearbooks and other information resources that are necessary for a teacher in his or her work.

Factors Affecting Teachers’ Competence in the Field of Information Technology

The development of learning technology today, have a direct impact on improving teachers’ information technology competence. This paper is presented the results of research related to teachers’ information technology competence. The study was conducted with a survey of some 245 vocational high school teachers. There are two types of instrument used in taking the data, namely questionnaires and observation sheets. Questionnaire was used to obtain data on teacher interpersonal communication, use of information technology tools, teachers’ perceptions toward information technology, and self-improvement of teachers. Observation sheet used to obtain data on teacher competence in the field of information technology Data was analyzed using path analysis through SPSS 12 and LISREL 8:30. The analysis showed teachers’ competence in the field of information technology is influenced by the teacher interpersonal communication, use of information technology tools, teachers’ perceptions toward information technology and self-improvement of teachers either directly or indirectly.

对大学物理化学课程教学的思考<br> Considerations of Physical Chemistry Teaching in Higher Education

物理化学综合运用了数学、物理等基础科学的理论和实验方法来研究化学过程的普遍规律及其与微观结构的关系，是理论性较强的一门学科，是化工、材料、冶金、生物、环境等诸多学科领域研究、发展的基础。对物理化学知识体系的认知和理解对培养学生的科学素养和实践能力至关重要。本文以物理化学的研究内容和发展状况为出发点，从教师自身素养的主动提升和学生科学素养的培养两个方面出发，探讨了我国高等学校物理化学课程教学过程中应注重的问题。 Physical Chemistry studies the changes that matter can undergo and explains the observations on the physical and chemical properties of matter in terms of the principles of physics and the language of mathematics. The principles of physical chemistry are related with many scientific and technologic fields, such as chemical industry, materials science, metallurgy, environtology, life sciences and medicine. Learning and comprehending the knowledge of physical chemistry, therefore, are important for the development of student’s practical ability and scientific competency in higher education. In this paper, we discussed some questions that have to be noticed during physical chemistry teaching in two aspects: the self-improvement of teachers and the education of students.

Self-Improvement of Teachers Through Self-Rating: A New Scale for Rating Teachers' Efficiency

Previous articleNext article FreeSelf-Improvement of Teachers Through Self-Rating: A New Scale for Rating Teachers' EfficiencyH. O. RuggH. O. Rugg Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 20, Number 9May, 1920 Article DOIhttps://doi.org/10.1086/454837 Views: 268Total views on this site Citations: 9Citations are reported from Crossref PDF download Crossref reports the following articles citing this article:Francesca López Can educational psychology be harnessed to make changes for the greater good?, Educational Psychologist 57, no.22 (Apr 2022): 114–130.https://doi.org/10.1080/00461520.2022.2052293Harrison J. Kell, Steven B. Robbins, Rong Su, Meghan Brenneman A Psychological Approach to Human Capital, ETS Research Report Series 2018, no.11 (Aug 2018): 1–23.https://doi.org/10.1002/ets2.12218Michael L. Thompson A Historical Approach to Teacher Evaluation, The Clearing House: A Journal of Educational Strategies, Issues and Ideas 37, no.33 (Oct 2015): 169–172.https://doi.org/10.1080/00098655.1962.11476240Nellie Delight Hampton An Analysis of Supervisory Ratings of Elementary Teachers Graduated from Iowa State Teachers College, The Journal of Experimental Education 20, no.22 (Jan 2015): 179–215.https://doi.org/10.1080/00220973.1951.11010440Simeon J. Domas, David V. Tiedeman Teacher Competence, The Journal of Experimental Education 19, no.22 (Jan 2015): 101–218.https://doi.org/10.1080/00220973.1950.11010421Mattie Louise Hatcher Qualities of personality compared with success in practice‐teaching, Peabody Journal of Education 11, no.66 (May 1934): 246–253.https://doi.org/10.1080/01619563409535211Chas. W. Knudsen, Stella Stephens An analysis of fifty‐seven devices for rating teaching (with bibliography), Peabody Journal of Education 9, no.11 (Jul 1931): 15–24.https://doi.org/10.1080/01619563109535041 Chapter VII: Teacher Rating, Review of Educational Research 1, no.22 (Jun 2016): 99–107.https://doi.org/10.3102/00346543001002099J.B. Sears The Measurement of Teaching Efficiency, The Journal of Educational Research 4, no.22 (Dec 2014): 81–93.https://doi.org/10.1080/00220671.1921.10879183