Introduction. This article considers a complex problem of personal safety in educational relations in course of implementation of pedagogical innovations. The personal safety demanded by science in this century as pedagogical phenomenon was designated to provide training of teaching staff in qualitatively other formats answering to realities of modern vital space. The innovative educational environment needs the optimum indicators of safety corresponding to objective conditions of development of the personality. The general characteristic of teaching staff readiness for personality safety in the innovative educational environment given on the basis of a complex of allocated indicators is especially relevant. The purpose of the article is to determine the readiness degree of teaching staff for personal security in the innovative educational environme nt. Materials and Methods. The complex of indicators of teaching staff readiness is estimated with the use of theoretical (idealization, abstraction, deductions, induction), and empirical (a pedagogical experiment, testing, selective direct observation, an experimental pedagogical conversation, questionnaire, professional and creative tasks, the statistical analysis of pedagogical information) methods. Materials and methods are demanded in the context of integration of the signs defining safety of the personality and significant parameters of innovation of the educational environment. Results. The general level of teaching staff readiness for personal safety in the innovative educational environment can’t be estimated as sufficient. The special attention is required to the work associated with formation of teaching staff readiness to take risk in the course of implementation of pedagogical innovations; also the low level of self-esteem and self-acceptance, sensitiv ity to themselves cause concern. This research expanded representations about personal safety in the innovative educational environment as to the system of the conditions providing openness of subjects of education to culture, innovations, situations of the uncertain future and also security and optimality of int eraction with the world around. Discussion and Conclusion. The target reference points of training teaching staff for evidence-based process of ensuring personality safety in the innovative educational environment are designated. The results of the study are of interest to scientific and pedagogical community, the practicing teachers, administrative employees of the educational organizations and future teachers. Keywords: safety, security, danger, threat, risk, readiness, innovation, educational environment
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The article presents the results of a comparative analysis of psychological assistance models functioning in Russian universities. The study objective is to identify and substantiate the provisions of the differential acmeological approach as the basis for the design of psychological assistance for professional and personal development of pedagogical university students. The model of psychological assistance for professional and personal development of pedagogical university students is designed based on the results of comparative analysis, the descriptive method, and the method of functional and structural modeling. It is demonstrated that the creation of a unique psychological assistance system stimulating the maximum realization of the creative potential of the educational process subjects’ personalities as a part of the educational activity of a pedagogical university opens up additional opportunities for the individualization of professional training. The differential acmeological approach to the design of psychological assistance for professional and personal development of pedagogical university students presented in the article allows integrating the potential of general professional training courses in the system of psychological support and assistance in students’ self-knowledge and professional and personal development.
This monograph presents the results of research scientists and educators. Reveals the development trend of socialization of children and young people in the current situation of uncertainty in education, proposed model and technology innovation of teachers to deal with GEF objectives in education. The materials presented in the book will be useful for teachers, bachelors, masters, graduate students may be offered refresher courses.
Increasing requirements for the results of the education system made it necessary for young teachers to search for individual educational routes for professional development. Thus, the subject of the present study is the choice of an individual educational route, and the object of the study is a young teacher. The purpose of this work is to study the choice of an individual educational route by young teachers. Materials and methods. The main methods of this study are the deductive method and the method of pedagogical analysis, which allow a fresh look at traditional problems and established views on the choice of professional development by young teachers. Our scientific analysis of the category of an individual educational route is aimed at a comprehensive study of the essence and tasks of choosing an individual way for young teachers to realize their professional potential. Results. The study showed that the choice of an individual educational route for professional development is influenced by both internal and external factors. In many ways, this choice is determined by the personal characteristics of a young teacher, his interests, directions related to the tasks of his professional development. Findings. An analysis of the results of experimental work proves the objectivity of the perceived choice by teachers of the components of an individual educational route. The choice of components is largely due to systemic changes in the professional and pedagogical activities of teachers.
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