scholarly journals RESEARCHING SELF-ASSESSMENT OF STUDENT TEACHERS’ PEDAGOGICAL ACTIVITY IN THEORY AND PRACTICE

2015 ◽  
Vol 1 ◽  
pp. 140
Author(s):  
Evija Latkovska ◽  
Lūcija Rutka
Keyword(s):  
Student Teachers ◽  
Empirical Research ◽  
Professional Growth ◽  
Scientific Literature ◽  
Theoretical Concept ◽  
Theory And Practice ◽  
The Self ◽  
Effective Practice ◽  
Self Assessment ◽  
Criteria And Indicators

In professional growth of teachers, self-assessment of the pedagogical activity is a precondition for their effective practice therefore student teachers are encouraged to carry out self-assessment of the pedagogical activity already at the beginning of their studies. In order to make self-assessment of student teachers’ pedagogical activity more productive, it is important to find out a theoretical concept of self-assessment of student teachers’ pedagogical activity and to understand what impacts self-assessment of their pedagogical activity in practice. In the due course of the analysis of the scientific literature definition and functions of self-assessment of student teachers’ pedagogical activity, definition, functions, criteria and indicators of the self-assessment skill of student teachers’ pedagogical activity are formulated and as a result of the empirical research preconditions for successful self-assessment of student teachers’ pedagogical activity are revealed.

О НЕКОТОРЫХ ИСТОРИЧЕСКИХ АСПЕКТАХ СТАНОВЛЕНИЯ ВОСПИТАТЕЛЬНОЙ РАБОТЫ С ОСУЖДЕННЫМИ В МЕСТАХ ЛИШЕНИЯ СВОБОДЫ

2020 ◽  
Author(s):  
Vasiliy Dvortsov ◽  
Alexander Efimenko
Keyword(s):  
General Education ◽  
Scientific Literature ◽  
Criminal Code ◽  
The Self ◽  
Self Assessment ◽  
Educational Work ◽  
Legal Norms ◽  
Education Profession ◽  
Comprehensive Programs ◽  
The Relationship

В статье предпринята попытка теоретического анализа и изучения научной литературы по организации и становлению воспитательной работы с осужденными в местах лишения свободы, продемонстрирована взаимосвязь между политико-воспитательной работой, ресоциализацией и исправлением осужденных в пенитенциарных учреждениях. Проведенное исследование позволяет предполагать, что воспитательная работа является основополагающим средством исправления различных категорий осужденных (регламентировано ст. 9 УИК РФ). На этой основе критерием исправления будет становиться устойчивое правопослушное поведение человека. В связи с этим возникает необходимость использования психолого-педагогической программы по перестройке и самооценке осужденных, позволяющей формировать их готовность к самореализации, когда осознание совершенных преступлений становится внутренне неприемлемым. Авторами отмечается, что, самоисправление человека зависит от ряда направлений воспитательной работы: нравственного, правового, физического воспитания, получения основного общего образования, получения профессии. Очевидно, что для закрепления положительного результата процесс ресоциализации в пенитенциарных учреждениях должен проводиться сотрудниками всех отделов и служб на основе комплексных программ, разработанных с учетом специфики и возраста осужденных.The article attempts a theoretical analysis and study of scientific literature on the organization and formation of educational work with convicts in prisons, demonstrates the relationship between «political and educational work», re-socialization and correction of convicts in prisons. The study suggests that educational work is a fundamental means of correcting various categories of convicts (regulated by article 9 of the criminal code). Based on this criterion fixes will become sustainable human behavior, demonstrating a conscious rejection of the violation of legal norms with the aim of securing sustainable patterns of law-abiding behavior. There is a need to use the psychological and pedagogical Program for restructuring and self-assessment of convicts, which allows to form on this basis their readiness for self-realization, when the awareness of the crimes committed becomes internally unacceptable. In this regard, the self-correction of a person depends on a number of areas, namely, moral, legal, physical education, basic General education, profession, forming the basis of educational work. It is obvious that in order to consolidate a positive result in penitentiary institutions, the activities of all departments and services should be carried out a process of re-socialization on the basis of comprehensive Programs developed taking into account the specifics and different ages of convicts.

scholarly journals Reflexive self-assessment of competencies by teachers and bachelor-students

2021 ◽  
Vol 1 (118) ◽  
pp. 8-18
Author(s):  
Elena V. Karpova ◽  
◽  
Anna V. Nevzorova ◽  
Keyword(s):  
Student Teachers ◽  
Undergraduate Students ◽  
The Self ◽  
Professional Competencies ◽  
Learning Activity ◽  
Professional Activity ◽  
Self Assessment ◽  
Certification Procedure ◽  
Poorly Differentiated ◽  
Assessment Of Competencies

The article presents theoretical and empirical materials devoted to the urgent problem of justification and implementation of the competence approach in pedagogical education. The most important component of the methodology of the competence approach is a reasonable assessment of the degree of formation of the main competencies of professional activity, including pedagogical activity. In addition, the assessment of competencies is also an important component of the teacher certification procedure. Of particular importance in this case there is the self-assessment of competencies: the teacher’s idea of the extent to which he has formed certain competencies. The study of this issue is relevant, first of all, in practical terms. The article presents and interprets the results of a comparative study of reflexive self-assessment of competencies by bachelor-students and teachers. The analysis of modern foreign and domestic approaches to the assessment and selfassessment of professional competencies is given, and their differences are characterized. It is shown, in particular, that individual aspects of pedagogical activity are mainly evaluated abroad, there is no integral characteristic of the teacher’s work, and the criteria for evaluating competencies are not clearly defined. Russian education is characterized by a comprehensive and multi-stage assessment of the teacher’s activity, taking into account the indicators of self-assessment of professional achievements and self-assessment of the formation of professional competencies. An empirical study has established that the self-assessment of competencies by both students and teachers is on average and below average levels. In addition, there is a very pronounced similarity in the self-assessment of competencies by third- and fourthyear undergraduate students. So, they both overestimate the competence in providing the information basis of teaching and competence of area of personal qualities and also have a low opinion of the competence of motivating learners to undertake learning activity. A new scientific fact was obtained and interpreted, which is that, contrary to the traditional opinion: not only students, but also professional teachers have a poorly differentiated view of the structure of their activity. As a result, their self-assessment of the degree of formation of the activity components and, accordingly, the main competencies of pedagogical activity is also poorly differentiated, generalized and in some cases syncretic. Therefore, an important direction for improving the training of student-teachers is the formation of correct and complete ideas about the psychological content and structural organization of their professional activity, as well as its main components.

scholarly journals Student Teachers’ Sustainable Behavior

2021 ◽  
Vol 11 (12) ◽  
pp. 789
Author(s):  
Nena Vukelić ◽  
Nena Rončević
Keyword(s):  
Student Teachers ◽  
Well Being ◽  
The Self ◽  
Behavior Model ◽  
Psychological Benefits ◽  
Self Assessment ◽  
Sustainable Lifestyle ◽  
Personal Variables ◽  
Sustainable Behavior ◽  
Desirable Behavior

This study contributes to the understanding of student teachers’ sustainable behaviors. (Future) teachers are perceived as models of social learning as they model desirable behavior, attitudes, values, and emotions while living and demonstrating a pro-sustainable lifestyle. Therefore, it is essential to understand which personal variables, aptitudes, and psychological benefits predispose them towards a pro-sustainable lifestyle. This study’s intent was to consider components that can affect sustainable actions such as psychological tendencies (e.g., attitudes, motives, beliefs, values, norms) and consequences (e.g., well-being or happiness) associated with sustainable actions. This study’s main objective was to test the sustainable behavior model on a sample of student teachers. A total of 496 student teachers participated in the study. The results analyzed by SEM indicate that student teachers’ sustainable behavior is directly predicted by their intention to act, which is both positively and significantly influenced by indignation and affinity towards diversity. Additionally, sustainable behaviors slightly (but statistically significantly) predict the self-assessment of happiness. These findings contribute to a better general understanding of sustainable behaviors’ antecedents and repercussion variables, especially within a student teacher population.

scholarly journals Using eportfolio to address professional standards in a teacher education programme: The student voice

2012 ◽  
Vol 3 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Lyn Lewis ◽  
Philippa Gerbic
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Student Teachers ◽  
Professional Growth ◽  
Growth And Development ◽  
Education Programme ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Professional Standards ◽  
Learning Context

Electronic portfolios are presented in the literature as a technological tool with significant potential for professional application (JISC, 2008). Since the introduction of Graduating Teacher Standards (GTS) by the New Zealand Teachers Council in 2007, all pre-service teacher education programmes are required to demonstrate their achievement through programme design. Eportfolios are an ideal vehicle for evidencing such achievement through their potential to support synthesis of theory and practice in self-appraisal against standards (Strudler & Wetzel, 2005), facilitate reflective practice (Stefani and Mason, 2007; Lin, 2008), demonstrate professional growth and development over time (Barrett, 2005). Furthermore, eportfolios have been conceptualized as both a process and a product (Darling, 2001) thus meeting the dual expectation of supporting and facilitating learning as well as showcasing end-product artefacts. In New Zealand the introduction of eportfolios is a recent innovation, and not much is known about the ways in which learners view this technology or the ways in which it might support their learning and development, particularly against professional standards. The aim of this research project was to explore student perspectives of learning through eportfolio in a Bachelor of Education programme at AUT University. A small self-selected sample of students from two consecutive cohorts participated in the 2009/2010 project. Questions related to GTS were embedded in two of the research questions: (1) How does an eportfolio help students to learn? and ((2) How does the eportfolio contribute to growth and development of students as emergent professionals? Philosophically the research was located within the Interpretivist paradigm. Drawing on conceptions of naturalistic inquiry (Denzin & Lincoln, 2000) where reality is recognised as complex, influencing students both individually and within a broader social learning context, the researchers sought to collect participant views through focus groups and interviews. This qualitative data was analysed through an inductive approach of categorising and seeking themes. The first finding suggests authentic assessment related to Graduating Standards provides reassuring evidence to pre-service student teachers of their growth and development towards beginning teacher status. Secondly, eportfolio activities can support a range of thinking skills linked to achievement of Standards such as purposeful goal-focussed thinking, evidencing and relating, reflecting and appraising. Thirdly, eportfolios and Standards are perceived by pre-service students to have value for employability and in supporting their transition to the workplace. We contribute to current debate by arguing against a 'tick-box' approach to Standards which might signal surface learning. We argue for deep learning through a holistic approach which utilizes the potential of eportfolios to shift pre-service students towards greater professional autonomy through self-assessment against Standards.

Staff Loyalty Value (Results of Working Students’ Survey)

2012 ◽  
Vol 23 (1) ◽  
pp. 104-127
Author(s):  
Alicja Winnicka-Wejs
Keyword(s):  
Empirical Research ◽  
The Self ◽  
Professional Life ◽  
Survey Questionnaire ◽  
Self Assessment ◽  
Working Students ◽  
A Value ◽  
Perceived Effects ◽  
The University ◽  
Working Hypotheses

The article presents results of the survey concerning the meaning of staff loyalty (the loyalty towards the employer) in the professional life of working students of the University of Economics in Katowice. An independently prepared survey questionnaire was used. The article is utilitarian – twenty one working hypotheses were verified. The results of empirical research were presented as eight main points: the notion of staff loyalty as perceived by student respondents, the importance of staff loyalty as compared to other types of loyalty, the self-assessment of loyalty towards the employing organisation, the assessment of the respect shown by immediate superiors towards loyal employees, staff loyalty as a value appreciated both by employers and employees, the portfolio of satisfaction and loyalty evaluator, stability versus changeability in professional life, the perceived effects of staff loyalty.

scholarly journals FUTURE EFL TEACHERS’ ATTITUDES TOWARDS SELF-ASSESSMENT

2020 ◽  
pp. 64-72
Author(s):  
Zarina Markova
Keyword(s):  
Student Teachers ◽  
Learning Outcomes ◽  
Professional Growth ◽  
English Language ◽  
Tertiary Education ◽  
Language Teachers ◽  
Academic Disciplines ◽  
Small Scale ◽  
Self Assessment ◽  
Assessment Techniques

A widely recognised goal of tertiary education is to provide conditions for developing students into ‘reflective practitioners’ who can critically evaluate their own professional knowledge and skills. Although research has accumulated evidence for the benefits of self-assessment for increasing student engagement, promoting self-reflection and improving learning outcomes in the English language classroom, student reactions to the implementation of self-assessment techniques in the academic disciplines of language teachers’ preparation programmes have not been sufficiently explored. This article first discusses the characteristics of fifty-seven student teachers’ self-assessment of their involvement in the learning process, and of their learning outcomes. Then, it reports on the findings of a small-scale survey that aims to examine perceptions of their academic performance, and on the use of self-assessment as a tool to boost their involvement. Despite respondents’ insufficient experience with self-assessment techniques, the survey results indicate generally positive attitudes towards this form of evaluation. While the majority of the respondents consider self-assessment beneficial for their personal and professional growth, and recognise its motivational capacity and potential for fostering autonomy and self-discipline, they admit objective self-assessment requires more practice to avoid the influence of personal feelings and beliefs, and of tutor’s expectations. The article concludes with a discussion of the practical implications of the survey findings.

scholarly journals Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts

2019 ◽  
Author(s):  
Zlata Tomljenović ◽  
Svetlana Novaković
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Visual Arts ◽  
Professional Training ◽  
The Self ◽  
Teaching Methodology ◽  
School Teachers ◽  
Self Assessment ◽  
Primary School Teachers ◽  
Significant Difference

 In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.

scholarly journals SELF-CONSCIOUSNESS OF MODERN PRIMOGENITORS (GRANDMOTHERS): PSYCHOLOGICAL ASPECT

2016 ◽  
pp. 162-165
Author(s):  
G. N. Kriger
Keyword(s):  
Empirical Research ◽  
Subjective Wellbeing ◽  
Structural Characteristics ◽  
The Self ◽  
Psychological Aspect ◽  
Self Assessment ◽  
Self Image ◽  
The Family ◽  
Present Life

The women who are carrying out the role of grandmothers were under study for the aim of their self-consciousness. The results of this research are presented in this article. The emphasis is placed on the self-image of today's grandmothers, identification of the feelings of subjective wellbeing prevailing at them and in allocation of the place of grandchildren in the structure of their consciousness. The article describes the results of empirical research which was aimed at studying the satisfaction with the "grandmother" role occupied in a family by women. There is also a description of self-assessment and structural characteristics of grandmothers’ self-consciousness. It was found that the image of today's grandmothers had changed and demonstrates satisfaction with themselves, their present life, their position in the family caused by the birth of grandchildren.

Sign in / Sign up

Export Citation Format

Share Document