Specific Features of Life Orientations Among Students and Their Interrelation With Professional Formation

Голошумова, Г. С.; Gribkova, Olga V.; Kidinov, Alexey V.; Tkhugo, Muliat M.; Chernova, Oxana; Telysheva, Natalia N.; Agadzhanova, Emilia R.

doi:10.22481/praxisedu.v15i34.5804

Cited by 3 publications

(3 citation statements)

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“…Lo anterior ha instigado por una mayor relevancia a la formación del docente como un aspecto primordial para la transformación de la sociedad a partir de la educación (Alzate, et al, 2023). Puesto que, la formación continua es un proceso inacabable e imprescindible que debe integrarse de manera constante en la práctica profesional de los docentes lo que mejora el desarrollo profesional del docente y su quehacer (Goloshumova, et al, 2019). Por tanto, la etapa de formación inicial es crucial, ya que sienta las bases para que los estudiantes que aspiran a convertirse en docentes puedan adquirir las habilidades y competencias necesarias para su futura labor profesional (Rech y Boff, 2021).…”

Section: La Formación Docente Como Una Construcción Histórica Pedagóg...unclassified

Convergencia de las prácticas discursivas y las prácticas pedagógicas en la formación docente

Londoño Vásquez,

Rivas Campo

2024

Apunt. univ.

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El artículo revisa los puntos de encuentro entre las prácticas discursivas y las prácticas pedagógicas en la formación docente, la cual se deriva de un proyecto interinstitucional sobre Prácticas Discursivas sobre la Alta Dirección y los Servicios Educativos y su incidencia en las Políticas Educativas e Institucionales en Colombia y América Latina. El objetivo general de la investigación fue develar los constructos predominantes en relación con las prácticas discursivas y las categorías subyacentes en los artículos de revistas latinoamericanas indexadas en Scielo, Scopus y Web of Science, entre 2018 y 2022, en relación con el campo de la educación. Para ello, se propuso una revisión sistemática hermenéutico-comprensiva. Para la cual, se construyó una fórmula que permitió identificar los elementos selectivos necesarios para conformar el corpus; dicha fórmula fue aplicada en las bases de datos seleccionadas y se llevó a cabo una delimitación más precisa con colaboración de tres expertos a través de la herramienta Rayyan. Para la sistematización, se diseñó una matriz de múltiple-entrada. La codificación selectiva permitió obtener dos categorías: Las prácticas discursivas en constante tensión por el lenguaje, el discurso y el poder, y la formación docente como una construcción histórica, contextual y discursiva, permitiendo identificar la influencia de las perspectivas epistemológicas en su consolidación conceptual.

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Section: La Formación Docente Como Una Construcción Histórica Pedagóg...unclassified

Convergencia de las prácticas discursivas y las prácticas pedagógicas en la formación docente

Londoño Vásquez,

Rivas Campo

2024

Apunt. univ.

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“…Thirdly, it is oriented towards the future, as the person gains new strengths, Aug. 2020, Vol. 8, SPE(2), e663 http://dx.doi.org/10.20511/pyr2020.v8nSPE2.663 abilities, improves and strives to actualize its potential capabilities (Salakhova et al, 2018b;Goloshumova et al, 2019a;Leontev, 2017;Miloradova & Ishkov, 2019b).…”

Section: Propósitos Y Representacionesmentioning

confidence: 99%

The Interrelation Between Hardiness and Prognostic Potential of Students of Higher Education Institutions

Bazhdanova

Gribova

Kopovoy

et al. 2020

PyR

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The paper presents the results of an empirical study of specific features and the relationship between hardiness of students and prognostic potential of their personality. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). It has been found that students with a high level of prognostic potential development are distinguished by pronounced personality traits typical of hardy people. The authors have proved in the paper that the prognostic potential of students is a holistic system of personality resources, which is based on specific features of thinking and building a secondary image. There are criteria and development levels of the prognostic potential among students: an internal criterion (features of thinking and building secondary images) and an external criterion (the effectiveness of forecasting activities, the conformity of the stages of prognostic activity with the reference model). The prognostic potential is interconnected with personal and professional characteristics of students (features of the intellectual, communicative, emotional-volitional and motivation spheres). There are significant differences between students with different levels of development of prognostic potential according to the main personal and professional features. The correlation analysis of the data gave the following interrelations: there is a direct interrelationship between the level of development of prognostic potential and emotional stability of students; between the level of development of prognostic potential and such motives for studying at a university as professional and educational-cognitive motives; between the level of development of prognostic potential and the features of self-regulation. On the basis of the results of an empirical study, the authors designed a program for the prognostic potential development of students which includes active teaching methods, lectures, and trainings.

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“…In recent years, convincing evidence has been obtained that difficult life situations have a negative impact on the physical and mental state of students, being one of the major traumatic factors. In this regard, there is a need to form skills among students to overcome difficulties (Mitin et al, 2018;Goloshumova et al, 2019b;Miloradova & Ishkov, 2019b;Salakhova et.al., 2019).…”

Section: Introductionmentioning

confidence: 99%

Social and Psychological Features of Hardiness in Personality of Students of Higher Education Institutions

Albakova¹,

Ezhov²,

Umerkaeva³

et al. 2020

PyR

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The topicality and significance of the study is determined by the fact that life and activity of a person in contemporary socioeconomic conditions are inextricably connected with the constant impact of adverse social, political, economic and other factors on him. These factors are accompanied by the emergence of various kinds of difficult life situations, as a result of which stress develops in a person. In the student milieu, stress arises under the influence of difficulties associated with both the learning process and life circumstances. The paper presents the results of an empirical study of socio-psychological features of hardiness in students of higher educational institutions. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). Testing included the following psycho-diagnostic tools: the author's questionnaire for assessing stressful situations; McCrae-Costa Five-Factor Personality Questionnaire (The Big Five dimensions); "Hardiness test"; Self-attitude technique. The validity and reliability of the study results was ensured by the initial methodological positions, the use of proven tools, sample representativeness of the research, as well as mathematical processing of data with the use of a software package for statistical analysis. As a result of the study, it was proved that emotion-focused ways of overcoming stress associated with a decrease in tension and a change in attitude to emerging difficulties prevail among the students of both the experimental and control groups. A high level of stress was found in the majority of subjects. In order to reduce this stress, it is necessary for students to form special skills to overcome it. In addition, an analysis of the psychological factors of students' hardiness made it possible to determine the main areas of their psychological support in overcoming difficult life situations (development of qualities that form the core of students' personal adaptive potential, the formation of their social competency, enrichment of social networks, as well as learning ways to find and accept social support).

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Specific Features of Life Orientations Among Students and Their Interrelation With Professional Formation

Cited by 3 publications

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Convergencia de las prácticas discursivas y las prácticas pedagógicas en la formación docente

Convergencia de las prácticas discursivas y las prácticas pedagógicas en la formación docente

The Interrelation Between Hardiness and Prognostic Potential of Students of Higher Education Institutions

Social and Psychological Features of Hardiness in Personality of Students of Higher Education Institutions

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