Современные вызовы, определяющие вектор развития образовательной системы, сфокусировали научную мысль на идее непрерывности профессионального образования. Такая направленность образовательной системы в целом обусловлена самой сущностью непрерывности, которая способна детерминировать поступательное движение инновационных процессов внутри нее. При этом современный этап развития общества инициирует перемены в образовательной сфере, которым свойственны такие особенности, как взаимосвязь, устойчивость и способность к ускорению. Эти перемены изменяют спрос на квалификационную структуру профессиональных кадров, требуя от них профессиональной мобильности и совершенства, необходимости постоянно обновлять свои знания. Таким образом, практически для любого специалиста, и в особенности для педагога, непрерывное профессиональное образование и самообразование становится фактором поддержания необходимой квалификации, компетентности и, как следствие, конкурентоспособности. Однако если на теоретическом уровне непрерывное образование достаточно обосновано, то практики реализации его идей в современных социокультурных условиях еще не сформированы. В связи с этим представляется целесообразным проанализировать и систематизировать его закономерности с позиции историко-генетической взаимосвязи и обусловленности относительно традиционной системы образования. А также принципы реализации.ключевые слова: тенденции, непрерывное образование, профессиональное развитие, качество образования trends in the develoPment of continuinG Professional education of teachers
The article presents the results of an empirical study focused on identifying the features of the attitude of college teachers to their additional professional education, continuous self-development and self-improvement. The article examines the ideas of 214 college teachers about the ideal teacher of the secondary vocational education system, the peculiarities of their perception of themselves as subjects of pedagogical activity, their attitude to the existing requirements of periodic training in advanced training courses, the degree of interest in them and the content of their educational needs. The analysis of the survey results showed the need to take into account the peculiarities of their educational needs and the variability of their professional and personal development when organizing advanced training courses for college teachers.
The article is devoted to the problem of preventing the occurrence and development of college teachers with and without basic pedagogical education, burnout syndrome. The article presents the results of an empirical study, the purpose of which was to identify the degree of expression of burnout syndrome among teachers of secondary vocational education, the disclosure of the relationship between the level of its formation and the needs of teachers in self-education and self-development. The study involved 214 college teachers, whose teaching experience ranged from 3 to 38 years. The author substantiates the relevance of the undertaken research, describes its results, on the basis of which it determines the main directions of prevention of the occurrence and development of burnout syndrome among college teachers in the process of organizing the management of their professional and personal development.
The article is devoted to the problem of additional professional education of teachers, which is considered as the dominant factor in their professional growth and development. The article contains the results of an experimental study, in which the effectiveness of the author's variable technologies for building a system of additional education for teachers in college was tested. The authors substantiate the relevance of the study, determine the criteria and indicators of professional growth of a college teacher, reveal the main conceptual provisions of the organization of advanced training courses in the college and assess the effectiveness of their implementation in a holistic pedagogical process. The results of the pedagogical experiment, in which 65 teachers with different experience of pedagogical activity took part, allowed the authors to conclude that it is necessary and expedient to implement in the college variable programs of additional education for teachers, developed taking into account the peculiarities of professional development initially diagnosed in them and determined on this basis adaptive, activating, stimulating and transforming types of trajectories of their professional growth.
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