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
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.
Currently, in accordance with the implementation of federal state educational standards of higher education, it is necessary to train a military specialist who not only develops the necessary knowledge base for the implementation of professional activities, but also has the ability to quickly replenish and update knowledge, process an increasing flow of information. In this regard, the actualization of the developing capabilities of the organization of selfeducation of cadets in the process of teaching pedagogy is of particular importance. The aim of the article is to develop a technology for organizing self-education of cadets in the process of teaching pedagogy in the integration of intersubject connections with professional discipline as a complex of didactic conditions, providing not only the development of already manifested abilities and personal growth of students, but also the development of the methodological readiness of cadets for organizing self-education in higher military education. Research methods: analysis of the theory, design of a laboratory workshop on pedagogy in the integration of intersubject communications. The research results are presented by the developed program of a laboratory workshop on pedagogy, the substantive and methodological support of which promotes the ability to motivate, consciously and independently realize previously acquired professionally significant knowledge and skills of targeted action of activating self-cognitive activity, both in familiar and in altered conditions (quasi-professional), manifested in the methodological readiness of the course nt to the organization of self-education on the basis of the development of their individual strategy of self-cognitive activity.
Серёжникова-организатор иссл едования. 2 Л. Г. Васильев-подготовка и апробация методико-практического обеспечения исследования. 3 В. А. Макарова формулирует выводы и обобщает итоги реализации коллективного исследования. 4 Е. И. Хачикян формулирует выводы и обобщает итоги реализации коллективного исследования.
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