scholarly journals FACTORS OF PSYCHOLOGICAL READYNESS FOR REAL ESTATE ACTIVITY

2020 ◽  
pp. 6-9
Author(s):  
Nataliia Bielik
Keyword(s):  
Real Estate ◽  
Self Regulation ◽  
Professional Activity ◽  
Ability To Act ◽  
Schwartz Value Survey ◽  
Interpersonal Communications ◽  
Human Functioning ◽  
New Ideas ◽  
Test Diagnostics

The topic's relevance is related to the situation in the labor market, which needs competent realtors. The aim is to study and investigate the main factors of the psychological readiness towards realtor professional activity. The article considers the main approaches to studying the phenomenon of psychological readiness and factors of its functioning. Psychological readiness for real estate activity is an integrated quality of personality, which aims to an adequate reaction to the possibilities of a situational solution of universal professional problems of a realtor utilizing acquired professional competencies. The study involved 130 people. The methods employed in the present study include various types of questionnaires, namely Guilford's Test (J. Guilford); Big Five / 5PFQ (P. Costa & R. McCrae), Gertsberg Test (F. Hertsberh); Test Diagnostics of personality's socio-psychological attitudes in the motivational-needs sphere (O. F. Potomkin); Schwartz value survey (S. Schwartz); Professional activity motivation (K. Zamfir in A. Rean's modification); Diagnostics of motivational orientations in interpersonal communications (I. Ladanov, V. Urazaieva); Study of volitional self-regulation (A. Zvierkov, E. Eidman).The factors of psychological psychological readiness for professional activity as realtors were revealed: "standardness", "humanism", "pragmatism", "altruism", "endurance", "power", and "practicality". The main characteristics (competencies) of a specialist realtor include: a) the ability to solve complex problems and problems in the process of work (integral competence); b) the ability to apply knowledge in practical situations; ability to generate new ideas; ability to identify, formulate and solve problems; appreciate and respect diversity and multiculturalism; ability to act on the basis of ethical considerations (motives); ability to act socially responsibly and consciously; ability to develop and manage projects; ability to motivate people and move towards a common goal (general competencies); c) the ability to identify, analyze and interpret the information series of the realtor profession, identify problems and suggest ways to solve them; the ability to demonstrate an understanding of the patterns and features of human functioning in the context of the transaction in the context of professional tasks; ability to offer creative ways to solve professional problems, to make professionally correct decisions and to implement them (special competencies).

scholarly journals PREVENTION PECULIARITIES OF TEACHER PROFESSIONAL DEFORMATION IN EDUCATIONAL ORGANIZATION

2021 ◽  
Vol 229 ◽  
pp. 76-82
Author(s):  
L.G. Pak ◽  
◽  
E.P. Mullova ◽  
Keyword(s):  
Personal Growth ◽  
Self Regulation ◽  
Self Control ◽  
Professional Activity ◽  
Educational Organization ◽  
A Value ◽  
Professional Self ◽  
Teacher Professional ◽  
External Incentives

The issue of preventing professional deformation of a teacher in an educational organization arouses a stable interest on the part of science and practice in the context of improving the quality of educational services provided to students in an educational organization. The professional deformation of the teacher is considered by us as accumulated changes in the qualities of the pedagogical worker under the influence of professional activity, social (external) and individual (internal) factors that negatively affect the quality of the labor functions of the subject of pedagogical labor, building a professional-personal life prospects, ways of self-improvement and self-realization. The study of scientific literature on the problem of research allowed us to meaningfully describe the prevention of professional deformation of a teacher in an educational organization as a process of appropriately designed measures aimed at minimizing the probability of distortion of the professional and personal profile of a pedagogical worker by updating the personal potential of a specialist and the resource opportunities of the environment (school, family, society) to optimize pedagogical work, create stress tolerance, improve the quality of life, achieve professional longevity of a teacher. We are justified ways (diagnostic, psychological and pedagogical, fascinating, vocational and amkmeological) of prevention of the teacher’s deformation, which allow to reduce negative factors leading to the manifestation of destructive changes in the teacher’s personality, were analyzed. We have identified organizational concentrators for preventing professional deformation of the teacher: a value-sense concentrate (activation of the value-sense position of timely stabilization of the professional functioning of the teacher in the present and future; developing confidence in the self-effectiveness and self-control of difficult situations; the implementation of external incentives for the formation of labor motivation; creation of a creative, psychological-safe atmosphere of professional achievements); informational and informative concentrate (expansion of the teacher’s awareness range about his own resources, as well as about the resources of the micro- and macrosocium in preventing professional deformation; accumulation of ideas about ways of professional self-development, self-improvement, stress resistance, self-preservation); A proactive concentrate (integrated use of externally defined and internally conditioned resources to address behavioural risk situations in education; mastering the ways of introspection, self-regulation of the emotional-will sphere; development of skills to build constructive professional communications; promoting the professional and personal growth of a teacher).

scholarly journals Professionalizing the assurance of sustainability reports: the auditors’ perspective

2019 ◽  
Vol 33 (2) ◽  
pp. 309-334 ◽  
Author(s):  
Olivier Boiral ◽  
Iñaki Heras-Saizarbitoria ◽  
Marie-Christine Brotherton
Keyword(s):  
Self Regulation ◽  
Professional Activity ◽  
Content Type ◽  
Virtual Absence ◽  
Sustainability Disclosure ◽  
Consulting Firms ◽  
Sustainability Reports ◽  
Verification Process ◽  
Assurance Process

Purpose The purpose of this paper is to examine the professionalism and professionalization of sustainability assurance providers based on the experiences and perceptions of auditors involved in this activity. Design/methodology/approach The empirical study was based on 38 semi-directed interviews conducted with assurance providers from accounting and consulting firms. Findings The findings highlight the division of this professional activity between accounting and consulting firms, each of which question the professionalism of the other. The main standards in this area tend to be used as legitimizing tools to enhance the credibility of the assurance process rather than effective guidelines to improve the quality of the verification process. Finally, the complex and multifaceted skills required to conduct sound sustainability assurance and the virtual absence of recognized and substantial training programs in this area undermine the professionalization of assurance providers. Research limitations/implications This work has important practical implications for standardization bodies, assurance providers and stakeholders concerned by the quality and the reliability of sustainability disclosure. Originality/value This study shows how practitioners in this area construct and legitimize their professional activity in terms of identity, standardization and competences. The work contributes to the literatures on the assurance of sustainability reports, self-regulation through standardization and professionalization.

scholarly journals FORMATION OF PSYCHOLOGICAL AND PEDAGOGICAL FUNDAMENTALS OF PROFESSIONAL RELATIONS IN PREPARING A FUTURE TEACHER

2021 ◽  
pp. 186-190
Author(s):  
S. NOVIK ◽  
O. MOMO ◽  
Y. SHOSTAK
Keyword(s):  
Self Regulation ◽  
Educational Environment ◽  
Future Teacher ◽  
Professional Communication ◽  
Ethical Principles ◽  
Professional Activity ◽  
Teaching Staff ◽  
Professional Interaction ◽  
Ability To Act ◽  
Common Goals

The article emphasizes the features of the teacher's professional activity as one that is focused on the collectively achieved result. The requirements for professional relations in the teaching staff are clarified and the content, approaches, methods of preparation of the student - future teacher to establish relations of cooperation with colleagues in the institution of general secondary education are outlined. The authors substantiate the objective need to prepare future teachers for professional relations, which involves mastering the ethical principles of business relationships in the educational environment, understanding the essence of the requirements for the employee as a member of a team of like-minded people; ability to act in accordance with common goals, objectives, based on recognized in the educational environment moral and ethical principles; ability to analyze complex communicative situations, knowledge of ways to prevent and resolve conflicts between participants in professional interaction; awareness of the essence of anthropological competence of a modern teacher, its indicators, ways of formation and methods of implementation in professional communication, mastery of the basics of psycho-emotional self-regulation, to be motivated for constant personal and professional self-improvement. In freelance education, such training can have a universal meaning, but it is especially important for the teacher as a subject of continuous multilevel professional interaction.

Why Is Safe Science Good Science?

2018 ◽  
Author(s):  
Camilla Kao ◽  
Che-I Kao ◽  
Russell Furr
Keyword(s):  
Decision Making ◽  
Design Thinking ◽  
Good Science ◽  
Safety Issues ◽  
Safety Requirements ◽  
The Arts ◽  
Hands On ◽  
Obvious Benefit ◽  
New Ideas

In science, safety can seem unfashionable. Satisfying safety requirements can slow the pace of research, make it cumbersome, or cost significant amounts of money. The logic of rules can seem unclear. Compliance can feel like a negative incentive. So besides the obvious benefit that safety keeps one safe, why do some scientists preach "safe science is good science"? Understanding the principles that underlie this maxim might help to create a strong positive incentive to incorporate safety into the pursuit of groundbreaking science.<div><br></div><div>This essay explains how safety can enhance the quality of an experiment and promote innovation in one's research. Being safe induces a researcher to have <b>greater control</b> over an experiment, which reduces the <b>uncertainty</b> that characterizes the experiment. Less uncertainty increases both <b>safety</b> and the <b>quality</b> of the experiment, the latter including <b>statistical quality</b> (reproducibility, sensitivity, etc.) and <b>countless other properties</b> (yield, purity, cost, etc.). Like prototyping in design thinking and working under the constraint of creative limitation in the arts, <b>considering safety issues</b> is a hands-on activity that involves <b>decision-making</b>. Making decisions leads to new ideas, which spawns <b>innovation</b>.</div>

Possibilities of the choice and specification of model of socialization and self-realization of the personality in the system of continuous education

2020 ◽  
pp. 77-85
Author(s):  
Lubov N. Sudyina ◽  
Evgeniy A. Chigishev ◽  
Aleksander I. Kalachikov
Keyword(s):  
Continuing Education ◽  
Future Development ◽  
Personality Development ◽  
Professional Activity ◽  
Lifelong Education ◽  
Professional Environment ◽  
Inner World ◽  
Education Science ◽  
Self Presentations

The paper identifies and systematically clarifies the possibilities of setting and solving the problem of choosing a model of socialization and self-realization of a person in a system of continuing education. The system of continuing education creates the conditions for holistic study and clarification of the possibilities of personality development, in this choice the person chooses the direction of future professional activity, determines the model of self-realization and socialization, the possibilities of which can be represented in a generalized way through the directions of “education”, “science”, “sport “,” Art “,” culture “, etc. The transition from one direction of socialization and self-realization of a person to another direction may be due to changes in the inner world personality and social and professional environment. The ambiguity of the choice of the model of socialization and the model of personal self-realization in the system of lifelong education determines the problem of personification and unification of the assessment of the quality of an individual’s activity in the chosen direction and the selected constructs for assessing the quality of pedagogical meters. In the structure of detailing the models under consideration, concepts are clarified, the principles of identifying and researching the socialization and self-realization of a person in the system of continuing education are highlighted. The quality and productivity of the identified and solved problems of socialization and self-realization can be clarified and presented in various kinds of self-presentations (student portfolio, professional-pedagogical case, etc.) and resume. To study and visualize the quality of socialization and self-realization of a person in the structure of the work organized by the teacher, you can also use questionnaires, whose popularity and the ambiguity in the interpretation of the received data explains the need for future development of program-pedagogical support for the study of the quality of socialization and self-realization of a person in the system of continuing education.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

scholarly journals Structural Model to Determine the Factors That Affect the Quality of Emergency Teaching, According to the Perception of the Student of the First University Courses

2021 ◽  
Vol 13 (5) ◽  
pp. 2945
Author(s):  
Isabel del Arco ◽  
Òscar Flores ◽  
Anabel Ramos-Pla
Keyword(s):  
Online Teaching ◽  
Structural Model ◽  
Self Regulation ◽  
Digital Competence ◽  
Online Questionnaire ◽  
Student Interactions ◽  
Material Resources ◽  
Emotional Component ◽  
Total Participation

A quantitative study was conducted in order to know, from the perspective of university students, the relationship between the quality perceived (QP) during the period of confinement derived from the SARS-CoV-2 virus, with the variables teaching plan (PL), material resources (MR), interaction processes (IN), and the affective–emotional component (EM). An online questionnaire was designed, directed to students from 20 universities in Spain, with a total participation of 893 individuals. The results indicate that the perception of the students on the quality of online teaching is directly associated with the material resources provided by the professors and the professor–student interactions. However, this perception does not have any direct effect on the planning or the emotional state or affectation created by the unprecedented situation of confinement. Among the conclusions, we highlight the need for the universities to apply models of support and tutoring, especially for students in their first years at university, to develop competences such as autonomy, digital competence, and self-regulation, and the need for a change of approach of the students and the professors based on the new normality we are currently experiencing.

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

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