scholarly journals Supervision as Possibility of Professional Development for Pedagogues

Pedagogika ◽  
2013 ◽  
Vol 112 (4) ◽  
pp. 32-38
Author(s):  
Laima Abromaitienė
Keyword(s):  
Professional Development ◽  
Professional Community ◽  
Group Supervision ◽  
Professional Activity ◽  
Tension Stress ◽  
Education Development ◽  
Quantitative And Qualitative Research ◽  
Supervision Process ◽  
The People ◽  
First Time

In the world practice the supervision – the consulting for professional practice – has been considered to be the necessary part of the professional activity for more than 50years. In the professional community of Lithuanian pedagogues the supervision was proved for the first time in 2011. The aim of the article – is to present the experience of Lithuanian pedagogues in supervision and to disclose what possibilities for professional development the supervision provides for the people performing pedagogical work, whether it is acceptable as the form for the qualification refreshment. A contemporary pedagogue faces a lot of tension, stress due to different social, economic, psycho - emotional, managerial factors, which enlarge the probability of professional blow-out, dissatisfaction with the work. Thus the people performing the pedagogical work need to have the possibility to professionally discuss, and reflect their professional experience. The form suggested for pedagogues to improve their qualification is oriented to the development of professional competences, i.e. what else a pedagogue should learn to do better in his / her work. The following question emerges: what help is necessary for the pedagogue as personality, human being so that he / she could work better? At present in the field of pedagogues’ development field it is searched for new experiences, methods. The Education Development Centre performs the project ‘The Development of Pedagogues’ qualification and Requalification System’; 369 pedagogues tested the group supervision as new form for qualification development in 2011. The empirical quantitative and qualitative research has been performed; its sample consists of 144 respondents. They are the pedagogues of different Lithuanian schools, who have participated in the supervision process. The analysis of the research results has shown that the pedagogues who took part in the group supervision insight the provided personal, cognitive, professional benefit of the supervision; they value its emotional and professional support and recognize the supervision as the appropriate way for professional development. It is possible to consider the changed viewpoint, new understanding, acquired knowledge, emerged clarity how to change old repeated problematic situation or relations, and initiative for real actions as the improvement result.

scholarly journals Specificity of professional self-actuating of the employees of the State Penitentiary Service of Ukraine

2018 ◽  
Vol 71 (4) ◽  
pp. 91-96
Author(s):  
O. M. Kokun
Keyword(s):  
Professional Development ◽  
Deviant Behavior ◽  
Professional Community ◽  
Mental States ◽  
The State ◽  
Conflict Behavior ◽  
Professional Activity ◽  
Professional Activities ◽  
Professional Goals ◽  
Professional Self

The specifics of professional activity of the employees of the State Penitentiary Service (SPS) of Ukraine have been revealed; and the definition of personal and professional self-actuating of the employees of SPS of Ukraine has been offered. The forms (objectively and internally professional) and features of professional self-actuating of the employees of the State Penitentiary Service of Ukraine have been determined. Internally professional features of professional self-actuating of the employees of the State Penitentiary Service of Ukraine include: the need for professional development; availability of the project of own professional development; prevailing satisfaction with their own professional achievements; constant setting of new professional goals; formation of the own “life-professional environment”. Objectively professional features of professional self-actuating have been called: achievement of the set professional goals; recognition of specialist achievements by a professional community; use of professional experience and achievements by other specialists; disclosure of personal potential and abilities in the profession; manifestation of high level of creativity in professional activity. The factors of professional self-actuating of the employees of the State Penitentiary Service of Ukraine have been characterized. It is: the level of satisfaction with the content of the own professional activities; degree of satisfaction with the own profession and work; satisfaction with the own social status. The main technological approaches to psycho-physiological provision of professional self-actuating of the employees of the State Penitentiary Service of Ukraine have been considered. It has been noted that the professional self-actuating of the employees of the State Penitentiary service of Ukraine plays an important role in their professional activity. Such areas of influence are: increase in the efficiency of professional activities (indicators are improved); prevention and neutralization of negative mental states (aggression, anxiety, etc.); prevention of conflict behavior (conflicts with convicts, with colleagues); prevention of emotional burnout (occurs in case of prolonged impact of the criminal world); prevention of professional deformation (negative personality changes leading to appropriate behavior of employees); prevention of deviant behavior (offenses involving the penitentiary staff), etc.

scholarly journals SCIENTIFIC PROJECTIONS OF THE PHENOMENON OF PROFESSIONAL IDENTITY OF FUTURE EDUCATORS

2021 ◽  
pp. 15-18
Author(s):  
Tetiana Atroshchenko
Keyword(s):  
Professional Development ◽  
Academic Success ◽  
Professional Identity ◽  
Professional Community ◽  
Well Being ◽  
Self Esteem ◽  
Professional Activity ◽  
Theoretical Substantiation ◽  
Analysis And Synthesis ◽  
Professional Self

One of the fundamental scientific problems that have interested scientists today is the problem of professional identity, that is, the transformation of the personality into a professional whose relevance has been determined by the significance of professional activity both for society and for each future specialist. We belive that in the conditions of globalization, professional identity can be considered as the main determinant of professional development of personality and the main characteristic of the subject of labor. The purpose of the article is the theoretical substantiation of the phenomenon of professional identity of future educators. In order to realize the aim of the research, we have used such theoretical methods as − systematic and structural analysis and systematization of philosophical, psychological and pedagogical works that made it possible to substantiate the researched phenomenon; pedagogical analysis and synthesis, classification and generalization - to clarify the essence of key conceptions of the research. We have conducted theoretical analysis which allows us to determine professional identity as a systemic, dynamic, multilevel psychological phenomenon, which has directly been related to professional self-determination, professional self-consciousness and professional development. We have distinguished personal features that determine the formation of professional identity: harassment, self-esteem, value and responsibility. We believe that professional identity is the most important factor of person's psychological well-being, because it has provided a sense of stability of the surrounding world and confidence in their power. In our opinion, the criteria for the successful process of becoming a professional identity of future educators have been: positive self-esteem; level of harassment; satisfaction from doing of professional tasks and a positive attitude towards professional activity; responsibility for the implementation of the norms, rules of professional activity and requirements relating to the personality as a professionalist; the adoption of norms and values ​​inherent in a professional community; academic success. Achievements of professional identity have occured exclusively in the process of self-development, in the context of vocational training and successful integration of future educators into professional environment. We have been convinced that the formation of professional identity of future educators should be the strategic goal of the national educational system.

A comprehensive approach to the formation of anti-corruption behavior of the internal affairs bodies employees in the professional development system

2020 ◽  
Vol 2020 (3) ◽  
pp. 210-217
Author(s):  
Oksana Mironkina
Keyword(s):  
Professional Development ◽  
Police Officers ◽  
Comprehensive Approach ◽  
Professional Activity ◽  
Advanced Training ◽  
Basic Training ◽  
Professional Activities ◽  
Training Courses ◽  
Internal Affairs ◽  
Corruption Prevention

Methods of training in advanced training groups formed from the staff of personnel divisions of the MIA of Russia, which involve the use of anti-corruption education at different stages of professional activity are discussed in the article. A comprehensive approach to the formation of anti-corruption behavior, which allows using various forms of training of police officers in their relation is described. The effectiveness of this approach in the system of professional development was shown. A comprehensive approach allows the training process to pay attention to the needs and difficulties in the field of corruption prevention without spending time on basic training information. Several stages in the organization and content of training are considered. Each of them corresponds to different stages of professional development of specialists of personnel divisions of internal affairs bodies. Described in detail every stage is aimed at a separate audience and has its own value. The possibilities of anti-corruption education are presented, starting with the selection of personnel for service in the internal affairs bodies and ending with the preparation for dismissal. The anti-corruption educational activities carried out at the present time are analyzed. Methods of intensifying each of them and the possibilities of optimal inclusion in the developed complex of content and forms are determined. The proposed approach can be used for majority posts. It is not limited to human resources units. In addition, the developed methodological material can be used by students in the course of their professional activities in the field after studying at advanced training courses.

The application of educational teaching methods in educational organizations of the Ministry of Internal Affairs of Russia

2020 ◽  
Vol 2020 (3) ◽  
pp. 202-209
Author(s):  
Gennadiy Marchenko ◽  
Irina Soshnikova
Keyword(s):  
Role Playing ◽  
Professional Activity ◽  
Educational Organizations ◽  
Group Discussions ◽  
Educational Methods ◽  
Professional Activities ◽  
The People ◽  
Internal Affairs ◽  
Main Components ◽  
Clear Idea

The article reveals the content of modern training technologies for internal affairs bodies; approaches are presented to training and education of cadets and students of educational organizations of the system of the Ministry of Internal Affairs of Russia and educational methods the foundation of which is formed value content of professional activities: patriotism and citizenship, service to the Fatherland and interests of the people, loyalty to the law and official duty. The authors propose specific methods (case methods, group discussions, role-playing and business games) for use during seminars and practical classes in the discipline «Professional ethics and official etiquette». These methods are active and interactive, and their content is based on the appeal to literary and cinematic works on the activities of law enforcement officers on various stages of national history. The article is of methodological interest for scientific and academicians of educational organizations of the system of the Ministry of Internal Affairs of Russia, teaching humanities. The authors come to the conclusion that the use of educational methods of teaching in the classroom gives cadets and listeners a clear idea of the main components of professional activity and official duty, morality and law, strengthens the understanding of the continuity of the glorious traditions of previous generations of employees of the internal affairs bodies, allows creating the Ministry of Internal Affairs in educational organizations Russia a favorable upbringing environment and qualitatively raise the level of practical readiness of graduates for professional activities.

Reflections on the Meaning of Study Abroad

1995 ◽  
Vol 1 ◽  
pp. 96-103
Author(s):  
Elizabeth Shannon
Keyword(s):  
Study Abroad ◽  
Nursery School ◽  
Multiple Identities ◽  
Danger Zone ◽  
Host Family ◽  
The People ◽  
Life Itself ◽  
The Moment ◽  
First Time ◽  
The Stranger

Study abroad begins long before students leave their own shores. The moment that children enter daycare, nursery school, or kindergarten for the first time, they are in foreign territory, and all their antennae are out, testing, absorbing, learning. They begin to develop the first of their many multiple identities. They are no longer "Johnny" or "Sarah" whom everyone knows and loves at home, but Johnny or Sarah whom no one knows nor initially cares about, and they have to figure out what kind of a new identity they will develop so the danger zone becomes as safe as home.  Leaving familiar surroundings- the sounds, smells, safety, and food of home- and realizing, quite abruptly, that they must learn to adapt to the demands and needs of strangers, is the first and the most challenging "trip abroad" they will ever take. They will use the same set of skills, more mature, more polished (we hope) when they arrive on a foreign campus and move in with a host family or into an international dormitory.  Learning to make the journey with ease, whether it is on the first day of school or the day a plane drops one in a foreign field, is a necessary accomplishment. We have to make friends out of our peers; we have to gain the respect of our teachers; we have to develop curiosity and concern about the people around us. The stranger they seem, the more there is to learn. To fear diversity is to fear life itself. As the world becomes smaller and more integrated, the more crucial this accomplishment grows. 

Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 293-295
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Case Studies ◽  
Professional Community ◽  
Great Success ◽  
Global Community ◽  
Potential Growth ◽  
Community Of Learning ◽  
Reflection On Action

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.

On Advisor Education: Evaluating Departmental Training and Professional Development Practices of Academic Staff in a Japanese University

Relay Journal ◽  
2019 ◽  
pp. 271-291
Author(s):  
Huw Davies
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Realist Evaluation ◽  
International Studies ◽  
Peer Observation ◽  
Research Issue ◽  
Training Aids ◽  
The People ◽  
The University ◽  
Initial Research

This study is an evaluation of the professional development (PD) programme for learning advisors employed in the self-access centre at Kanda University of International Studies in Japan. The research issue investigated was whether the PD activities of advisors allow them to provide appropriate support to students at the University. The implementation of policies, the people and the setting were all considered in building an understanding of what may make the programme work. The framework used to understand this programme is realist evaluation (Pawson & Tilley, 1997), in which theories related to the initial research issue were refined and developed to offer new perspectives. Results suggest that initial training aids advisors in supporting students, but that future implementation decisions are needed for the mentoring element of the programme and on whether more peer observation should take place. The implication that informal discussion among the workgroup and the freedom to choose personal PD journeys are fundamental drivers of effective practice is a finding that may be applied to other teacher and advisor education settings.

School administrators’ direct and indirect influences on middle school math teachers’ turnover

2019 ◽  
Vol 57 (6) ◽  
pp. 708-730
Author(s):  
Christopher Redding ◽  
Laura Neergaard Booker ◽  
Thomas M. Smith ◽  
Laura M. Desimone
Keyword(s):  
Professional Development ◽  
Beginning Teachers ◽  
Teacher Quality ◽  
New Teachers ◽  
Teacher Turnover ◽  
Administrative Support ◽  
Professional Community ◽  
Teaching Quality ◽  
Content Type ◽  
Turn Over

Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.

Education as Arikara Spiritual Renewal and Cultural Evolution

2014 ◽  
Vol 54 (3) ◽  
pp. 303-322 ◽  
Author(s):  
KuuNUx TeeRIt Kroupa
Keyword(s):  
Deep Understanding ◽  
Cultural Development ◽  
Human Beings ◽  
Old People ◽  
New Beginning ◽  
The People ◽  
History Of ◽  
The Creation ◽  
First Time ◽  
The Universe

In May 2009, the Arikara returned to the land of their ancestors along the Missouri River in South Dakota. For the first time in more than a half century, a Medicine Lodge was built for ceremony. The lodge has returned from its dormant state to regain its permanent place in Arikara culture. This event will be remembered as a significant moment in the history of the Arikara because it symbolizes a new beginning and hope for the people. Following this historic event, Arikara spiritual leader Jasper Young Bear offered to share his experience and deep insight into Arikara thought: You have to know that the universe is the Creator's dream, the Creator's mind, everything from the stars all the way to the deepest part of the ocean, to the most microscopic particle of the creation, to the creation itself, on a macro level, on a micro level. You have to understand all of those aspects to understand what the lodge represents. The lodge is a fractal, a symbolic representation of the universe itself. How do we as human beings try to make sense of that? That understanding, of how the power in the universe flows, was gifted to us through millennia of prayer and cultural development… It is important for us to internalize our stories, internalize the star knowledge, internalize those things and make that your way, make that your belief, because we're going to play it out inside the lodge. It only lives by us guys interacting with it and praying with it and bringing it to life… We're going to play out the wise sayings of the old people… So you see that it's an Arikara worldview. A learning process of how the universe functions is what you're actually experiencing [inside the Medicine Lodge]. What the old people were describing was the functioning of how we believed the universe behaves. And we had a deep, deep understanding of what that meant and how it was for us. So that's what you're actually seeing in the Medicine Lodge.

scholarly journals Features of a prospective teacher’s professional formation in the educational environment of a pedagogical university

2021 ◽  
Vol 10 (3) ◽  
pp. 230-234
Author(s):  
Ekaterina Sergeevna Dorozhkina
Keyword(s):  
Professional Development ◽  
Extracurricular Activities ◽  
Professional Education ◽  
Prospective Teacher ◽  
Professional Training ◽  
Educational Environment ◽  
Russian Language ◽  
Professional Activity ◽  
Federal State ◽  
Professional Formation

The paper considers the concept of professional formation and its projection on the professional training and professional activity of the prospective teacher through the concepts of formation and development. As a result of the analysis of existing views on the phases, stages and periods of professional formation, the main ones were identified, which are due to the time frame - the period before choosing the institution where professional training will be carried out, the actual professional education and the period of it. Having analyzed the set of competencies (subject, general pedagogical, professional-communicative, managerial, innovative, reflective) provided by the Federal State Educational Standard in relation to the teachers profession, as well as referring to the models of Hard-skills and Soft-skills, we identified indicators (skills) of the professional development of the prospective teacher and invited the 3rd-year students of the Institute of Russian Language and Literature of the Volgograd State Socio-Pedagogical University to evaluate these skills in the order of their significance. The assessment was carried out on a 5-point scale, where 1 point is an absolutely insignificant indicator, 2 - rather insignificant, 3 - rather significant, 4 - significant, 5 - very significant. As a result, we were able to build their gradation and divide them by areas, as well as allocate 3 levels in the process of professional development. Taking into account these levels, we considered how the educational environment can influence the professional development of future teachers through educational, extracurricular activities and through the environment.

Sign in / Sign up

Export Citation Format

Share Document