The educators' ability to self-improvement is considered in the article by means of a special system. It can be represented as a three-level hierarchical model with fuzzy structural relationships. The intermediate level of this model contains components that enable the formation and development of the object of the upper level (educators' ability to self-improvement): 1) motivational-valuable component; 2) the emotional-volitional component; 3) reflective-evaluative component; 4) cognitive component; 5) organizing component. The lower level of the model contains indicators. They make it possible to evaluate the degree of the selected components' formation and the stage of the development of the investigated ability as a whole. Each state of the educators' ability to self-improvement is characterized by a tuple. The stage reached by the relevant components is the element of this tuple. According to self-assessments received from 214 lecturers and teachers, the most common states were defined. It has allowed to form a sequence of such states. The transitions between them describe the patterns of development of the educators' ability to self-improvement. The described technique allows us to characterize the development of this ability not only among educators, but also among professional managers, doctors, engineers in the field of electrical engineering and electronics, and others.Keywords: the educators' ability to self-improvement, a three-level hierarchical model, the state of the educators' ability to self-improvement, transitions between states, the patterns of development of the educators' ability to self-improvement
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The article deals with the research in the field of the strategic orientation of educational activities in higher education. The necessity of applying a student-centered approach in such studies is revealed. It is noted that the factors influencing the strategic orientation of the student educational activity relate either to the space of ‘due’ or to the space of ‘being’. The invariant core of the graduate competence model belongs to the target-oriented space of the ‘due’. It includes 12 clusters of competencies and describes the normative context of the strategic orientation of the student educational activity. The personal context of this orientation is formed on the basis of a va riety of students’ goals in the space of ‘being’. It is characterized by student’s ideas about the relative importance of the qualities that one will need in future after graduation. The technique of establishing a hierarchy of combined graduate qualities is described. This hierarchy is determined by the student’s goals, which can be reflected through the subjective significance of the considered qualities for one. The analysis of results showed that the gender of the student and the character of his future labour activity significantly influence one’s strategic orientation.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
Introduction. It is known that teachers experience difficulties in organizing and accompanying the project and research activities of schoolchildren. This happens at all stages, starting with the formulation of a problem that must be solved in a project or research. Teachers do not know how to accompany the project and research activities of pupils and therefore do not provide the formation of their skills and abilities to perform such activities. Aim. The purpose of the article is to analyze the features of approbating an innovative model of the advanced training process, which ensures the formation and development of teachers' skills in pedagogical accompaniment of project and research activities of pupils. Methodology and research methods. The research sample consisted of a group of 57 teachers of the Republic of Kazakhstan. A meaningful interpretation of the performance indicators of the participants was carried out on a daily basis. To analyze the significance of the results obtained, the Pearson's statistical criterion χ2 was used. When processing daily assessments, data for adjacent days were compared. In addition, a comparison was made between the data representing the grades before the start of the first session of the development courses with the data characterizing the grades immediately after the end of the second session of these courses. Results. The study uses an original model of teachers' professional development, which includes three functional subsystems: providing a value-semantic basis for the development of teachers; promoting the optimal development of their consciousness; organization of full-fledged joint activities that are significant for the participants. A program of courses for the professional and personal development of teachers has been developed. The results of diagnostics at the final stage of the experiment demonstrated the development of primary school teachers' skills to accompany the project and research activities of pupils. Pearson's χ2 criterion was used to determine if participation in the courses influenced teachers' mastery of basic concepts. It was found that the probability distributions of the assimilation of these concepts before and after courses differ statistically significantly at the level p=0,01. Discussion and conclusion. This study presents a model of mentoring and interactive professional development of teachers in an innovative process of improving their qualifications. This model is an alternative to the cascade model most often used in practice. Such system can become an effective part of the mechanism of lifelong pedagogical education.
The article considers an idea of activity approach realization in professional training assuming not only change of the contents, forms and methods of students' educational activities, but also not less radical transformation of teacher's activities oriented at the students' development of creative self-realization experience. The authors represent this approach in the context of new scientific field-pedagogical synergetics, which they understand as an open system of interaction of subjects of the educational process with each other and with environment. This system, being a subject-oriented one, is aimed at the nonlinear development of a creative subsystem of a personality, having the qualities of synergetic systems, what opens the new opportunities of self-development for it. The elaboration of experience of the creative self-realization of a personality, the emotional and valuable attitude to the activities becomes of particular importance. The conceptual and methodological novelty of the idea is caused by the abilities of various systems to the self-development not only due to the inflow of energy, information, substance from the outside, but also due to the use of their internal opportunities. The authors, focusing on understanding of pedagogical synergetics as a field of psycho-pedagogical knowledge, reveal the structural and functional model of creative development of a personality as a system of integrity. Thus it is shown, that not a personality sets the activities and not the activities set a personality, but a subject of activities, overcoming the contradictions of external and internal determination, makes the creative potential actual. The creative development of a personality is provided with synergetic interaction of such objective principles as: the purposeful educational activities, including the set of acme-synergetically-oriented disciplines, the practical importance of which consists in self-knowledge, self-organization. The feature of synergetic systems, important for professional and teaching activities, is that they can be controlled from the outside, changing the operating systems of factors. Integrity, hierarchy and professional and pedagogical orientation of expansion of the acme-synergetic contents of professional training of a future teacher confirmed a necessity of transition from management to self-management, from development under the influence of external factors to self-development under the influence of internal factors.
The article deals with the problem that the educational expanse of a university from the perspective of subject description has not been sufficiently examined. In this description the educational expanse is viewed as an object of people's subject activity, participating in educational activity. Students are full participants of the educational expanse, and their subject activity can become a resource for its development. The realization of this possibility depends on the students' awareness of their subject role in this process and the ability to be the author and master of their life path. We justify an objective necessity to define the hierarchy of students' value orientations, reflecting the personal significance of various activities for students. Following this hierarchy, students determine the goals and directions of their activity. A specially developed technique aimed at identifying the types of activities in which university students can participate is described. We perform procedures that provide the identification of the hierarchy of students' value orientations reflecting the personal significance of the activities for students. The diagnostic tools are described; they make it possible to form the considered hierarchy. The results of processing and analysing a mass of data obtained from 138 respondents are presented. It is shown that the gender factor affects neither the process of a pairwise comparison of various types of students' activities, nor the process of forming their strict hierarchy. Clusters of students are determined by the degree of proximity of distributions that characterize the frequency of choosing the types of activity.
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