scholarly journals Factors of psychological readiness of pedagogical university graduates for professional activities

2020 ◽  
Vol 48 (6) ◽  
pp. 358-373
Author(s):  
Sergey B. Pashkin ◽  
◽  
Natalia B. Lisovskaya ◽  
Elena P. Korablina ◽  
Alexander N. Sivak ◽  
...  
Keyword(s):  
Interpersonal Communication ◽  
Professional Competence ◽  
Principal Component ◽  
Emotional Stability ◽  
Value Orientations ◽  
Professional Activity ◽  
University Graduates ◽  
The Individual ◽  
High Level ◽  
Organizational Rules

The relevance of the research topic is determined by the current state of higher education, which leads to the need to take a fresh look at the problems of training specialists, the formation of the intellectual and creative potential of the individual, as well as the problem of the formation of psychological readiness for professional activity. The study was carried out at The Herzen State Pedagogical University of Russia (N = 113), using the following methods: “Self-assessment of readiness for professional activity”, R. Cattell's 16-factor personality questionnaire (Sixteen Personaflity Factor Questionnaire, 16PF); Methodology for diagnosing value orientations in a career "Anchors of a Career" (E. Shein, translation and adaptation by V.A. Chiker, V.E. Vinokurov); Methodology for the diagnosis of socio-psychological attitudes of the individual in the motivational-need-sphere O.F. Potemkina. The study used the methods of mathematical statistics: comparative (t - Student's test) and factor analysis (principal component method). The processing of the research results was carried out using the statistical package SPSS 12.0. It was revealed that in the group of students working in the specialty, the actual level of development of psychological readiness for professional activity was 30%, potential – 65%, elementary – 5%. In the group of students not working in the specialty, the current level of readiness development was 20%, potential – 50% and elementary level – 30%. Reliably significant differences were revealed in terms of the following indicators: "C – emotional stability" (t = 3.649; p <0.001), "E – dominance" (t = 3.827; p <0.001) and "O – anxiety" (t = -7.672; p <0.001); “Professional competence” (t = 4.009; p <0.001), “Management” (t = 3.019; p <0.01), “Autonomy” (t = 3.889; p <0.001), “Service” (t = 3.674; p <0.01); “Result orientation” (t = 5.740; p <0.001), “Altruism orientation” (t = 3.220; p <0.01), “Work orientation” (t = 4.216; p <0.001). The following factors of psychological readiness for professional activity are highlighted: "A high level of development of the emotional-volitional sphere" (17%) is determined by the adequacy of self-esteem, emotional stability, self-confidence, optimal emotional tone and stress resistance; "Independence in building a career" (15%) – reflects the desire for maximum liberation from organizational rules, the desire for an independent career on their own, the desire to achieve results in their activities despite the fuss, hindrances, failures; "Implementation of socially significant goals" (14%) – reflects the presence of such values as: "helping people", "the desire to make the world a better place", "serving humanity", the desire to be a master of his craft, work and make decisions together with others; "Position in interpersonal communication" (13%) – characterizes the system of behaviors that facilitate social interaction and based on adaptation, integration of social and personal experience. In connection with the results obtained, it is proposed to create and implement a practice-oriented program for the formation of the psychological readiness of graduates of a pedagogical university for professional activity.

scholarly journals Foreign language education as a scientific category in the context of future teachers‟ training

2020 ◽  
pp. 132-141
Author(s):  
Yana Necheporuk ◽  
Iryna Onishchuk ◽  
Liudmyla Usyk ◽  
Iryna Anishchenko ◽  
Svitlana Vasylkevych ◽  
...  
Keyword(s):  
Foreign Language ◽  
Interpersonal Communication ◽  
Professional Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Professional Activity ◽  
Language And Culture ◽  
Moral Principles ◽  
The Individual

The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.

scholarly journals RESEARCH OF EMOTIONAL AND VOLITIONAL RESOURCES OF RESIDENT DOCTORS THAT INFLUENCE THE DEGREE OF ADAPTATION POTENTIAL TO PROFESSIONAL ACTIVITY

2020 ◽  
Vol 117 (6) ◽  
pp. 122-126
Author(s):  
Lyudmila A. Slesarenko ◽  
Keyword(s):  
Emotional Intelligence ◽  
Professional Identity ◽  
Interpersonal Communication ◽  
Healing Process ◽  
Professional Activity ◽  
Conflict Situations ◽  
Emotional Component ◽  
The Individual ◽  
High Level ◽  
Medical University

This article examines the influence of emotional-volitional sphere of doctor-residents of the Tver state medical University of Minzdrav of Russia (Tugma) on the process of adaptation to labor activity and development of professional medical identity. Undoubtedly, the activities of medical professionals are associated with a high level of tension, not only physically, but also psychologically, morally and emotionally. The work of a medic is closely related to interpersonal communication within the doctor-patient system, in which the emotional component plays an important role. The constructive nature of this interaction determines not only the success and effectiveness of the patient's healing process, but also the level of their quality of life. In this regard, the basic content components that affect the construction of professional identity of medical specialists are described. A psychodiagnostic study was conducted on the basis of the center for psychological support of TvSMU, aimed at establishing the relationship between the level of emotional intelligence and the selection of behavioral coping strategies in residents. The object of the study was residents of the 1st year of study in the number of 203 people. During the analysis and interpretation of the data, it was found that more than seventy percent of residents demonstrate a low level of emotional intelligence, the influence of which affects the choice of problem-oriented coping. Summarizing the results of the psychodiagnostic study, it can be stated that seventy-one percent of respondents experience difficulties in communicating with colleagues and patients, as well as in leveling possible conflict situations. Therefore, it is advisable to develop and conduct specialized socio-psychological training and individual psychological consultations aimed at correcting the adaptive potential of the individual and contributing to the development of the professional identity of residents.

Quantitative indicators of air traffic controllers’ attitude to the danger of errors

2020 ◽  
pp. 68-78
Author(s):  
O. M. Reva ◽  
V. V. Kamyshin ◽  
S. P. Borsuk ◽  
V. A. Shulhin ◽  
A. V. Nevynitsyn
Keyword(s):  
Human Factor ◽  
Differential Method ◽  
Air Traffic ◽  
Professional Activity ◽  
Aviation Accidents ◽  
Air Traffic Controllers ◽  
The Difference ◽  
Level Of Significance ◽  
The Individual ◽  
High Level

The negative and persistent impact of the human factor on the statistics of aviation accidents and serious incidents makes proactive studies of the attitude of “front line” aviation operators (air traffic controllers, flight crewmembers) to dangerous actions or professional conditions as a key component of the current paradigm of ICAO safety concept. This “attitude” is determined through the indicators of the influence of the human factor on decision-making, which also include the systems of preferences of air traffic controllers on the indicators and characteristics of professional activity, illustrating both the individual perception of potential risks and dangers, and the peculiarities of generalized group thinking that have developed in a particular society. Preference systems are an ordered (ranked) series of n = 21 errors: from the most dangerous to the least dangerous and characterize only the danger preference of one error over another. The degree of this preference is determined only by the difference in the ranks of the errors and does not answer the question of how much time one error is more dangerous in relation to another. The differential method for identifying the comparative danger of errors, as well as the multistep technology for identifying and filtering out marginal opinions were applied. From the initial sample of m = 37 professional air traffic controllers, two subgroups mB=20 and mG=7 people were identified with statisti-cally significant at a high level of significance within the group consistency of opinions a = 1%. Nonpara-metric optimization of the corresponding group preference systems resulted in Kemeny’s medians, in which the related (middle) ranks were missing. Based on these medians, weighted coefficients of error hazards were determined by the mathematical prioritization method. It is substantiated that with the ac-cepted accuracy of calculations, the results obtained at the second iteration of this method are more ac-ceptable. The values of the error hazard coefficients, together with their ranks established in the preference systems, allow a more complete quantitative and qualitative analysis of the attitude of both individual air traffic controllers and their professional groups to hazardous actions or conditions.

scholarly journals Leadership in the teacherʼs professional activity

2021 ◽  
pp. 193-200
Author(s):  
Oksana Tovkanets ◽  
Keyword(s):  
Personal Development ◽  
Interpersonal Relations ◽  
Professional Competence ◽  
Professional Activity ◽  
Teacher Leader ◽  
Leadership Qualities ◽  
Analytical Skills ◽  
Teacher Qualities ◽  
Common Goals ◽  
The Individual

The article substantiates the features of leadership in the professional activity of a teacher. It is emphasized that leadership is a specific type of management relationship, which is based on social interaction, and the leader in this situation is an innovator. The functional differences of a leadership (regulation of interpersonal relations in the team, spontaneity) and management (organization of official relations of the group as a certain social organization, purposefulness, control of various elements of social structure) are determined. It is argued that a person's leadership qualities mean a set of their psychological qualities, abilities and features of intragroup interaction that ensure the success of their leadership functions. Important leadership behavioral qualities of a leader: responsibility, cooperation, personal development, resilience, awareness, integrity. The organizational and managerial qualities of a teacher-leader (professional competence, moral qualities, ability to work, culture of taking into account different points of view, etc.) are systematized and the differences in the activity of a teacher-functionary and a teacher-leader are determined. It is noted that the effectiveness of leadership is determined by the teacherʼs ability to perceive and satisfy the specific needs of the group at each stage and choose the appropriate style of influence, harmoniously combining individual and group needs while providing the necessary conditions for completing the assignment. The main problem of leadership is to maintain consensus and unity of the staff of the educational organization on the basis of common goals and values, the implementation of a specific approach to reveal the individual potential of staff. It is concluded that the training of a teacher-leader should be aimed at developing his analytical skills, at the formation of design and modeling competencies, at stimulating the individual to a possible solution of the problems in difficult and uncertain situations, at the ability to respond not only quickly but also on the basis of various strategies behavior. Keywords: leadership, teacher, qualities of a leader, professional competence.

Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity

2020 ◽  
Author(s):  
A. V. Emelyanenkova ◽  
S. B. Gnedova
Keyword(s):  
Self Regulation ◽  
Diagnostic Techniques ◽  
Emotional Reactions ◽  
Civil Aviation ◽  
Professional Activity ◽  
Objective Criterion ◽  
Novice Drivers ◽  
The Individual ◽  
Short Signal ◽  
High Level

Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuances of cognitive-affective processes that simultaneously occur in the psyche of the individual. Objective criteria — often require a rather expensive research procedure. In this regard, diagnostic techniques that combine efficiency and short duration with validity criteria are most in demand. To test the assumptions of their effectiveness, a study was conducted of psychological readiness for professional activity among novice drivers, as well as among cadets-pilots of civil aviation who begin training flight training. Samples «Falling words», «Manifest words» study the perceptual mechanisms underlying the subject’s interpretation of the situation as potentially stressful, diagnosing perceptive alertness / protection. A professional who has a high willingness to interpret the received signals as stressful will recognize these words faster, which will be reflected in the objective criterion — a short signal recognition time. A comparison of the data with the results of the coping tests revealed that for novice drivers, perceptual vigilance prevails over perceptual protection. More experienced drivers often discharge suppressed emotions (usually hostility, anger), directing them to objects that are less dangerous or more accessible than those that caused negative emotions and feelings. The psychological readiness for training flights among cadets needs an additional study of perceptual and emotional components that will be used in self-regulation of resistance to emotional and psychological stress associated with upcoming professional activities.

scholarly journals Assessment of Instructors’ Technology Competency to be Used in the Settings of Formal and Non-Formal Education

2019 ◽  
Vol 8 (5) ◽  
pp. 29
Author(s):  
Myroslava P. Vovk ◽  
Halyna I. Sotska ◽  
Olena V. Trynus ◽  
Olga Ja. Muzyka
Keyword(s):  
Formal Education ◽  
Professional Competence ◽  
Value Orientations ◽  
Professional Activity ◽  
Teaching Staff ◽  
Self Assessment ◽  
Teaching Technology ◽  
Technology Competency ◽  
Cognitive Aptitude ◽  
Study Results

The purpose of this study was to test the model of diagnostic assessment of the level of formedness of the competency of pedagogical staff to use teaching technologies when applied in the settings of formal and non-formal education and to see whether the model creates opportunities for designing a strategy for professional lifelong development of teaching staff. A convergent (computer-oriented and traditional) methodology was used in this study including: the methodology for examination of the motivation drivers of professional activity (K. Zamfir); “Square of Values” methodology by O. Murzina; methodology of self-assessment of vocational and pedagogical motivation, Bass’s questionnaire on orientations entitled “Personality orientations”, Henning’s methodology called “Structure of Interests”, Criteria Cognitive Aptitude Test. It has been proved that the majority of teaching staff demonstrated the imitative and reproductive level of formedness of the professional competency consistent with all criteria. It seems that educators strive for self-improvement and self-development in using teaching technology in formal and non-formal education settings. This study results can be well used either to develop the structure and content of the professional development or post-graduation programs for the teaching personnel at the instructional institutions or to assess of the level of formedness of the professional competence of pedagogical staff to use teaching technologies in the settings of formal and non-formal education. The study attempts for the first time ever to assess professionalism-related competency in using teaching technology in formal and non-formal education settings and to specify the value orientations, motives, needs, spectrum of knowledge, skills, and abilities comprising the level of proficiency in this area as it is viewed through the needs of the labour market.

scholarly journals DIDACTIC PROJECTING AS A PRECONDITION FOR BUILDING UP OF THE TEACHING EXPERIENCE AMONG PROSPECTIVE ENGINEERS-EDUCATORS

2020 ◽  
pp. 5-9
Author(s):  
Kh. Bakhtyarova ◽  
G. Romanova
Keyword(s):  
Vocational Training ◽  
Professional Competence ◽  
Scale Up ◽  
Teaching Experience ◽  
Research Activity ◽  
High Quality ◽  
Short Period ◽  
Design Activities ◽  
The Individual ◽  
High Level

The article deals with projecting that is an important component of the formation of a new pedagogical ideology - lifelong learning. Projecting as an educational function of the pedagogical system, becomes an important factor in human success, generating new ideas and continuous updating of outdated knowledge. It is analyzed that the practice of projecting is so widespread that in a relatively short period of time within the pedagogical system project types of work at different levels of government are actively implemented. In particular, teachers project educational programs, pedagogical technologies, including educational, upbringing, development subsystems. Thus, the preparation of teachers for design activities becomes relevant, and this in turn determines the understanding of the productive application of projecting logic, the formation of technologies for such activities. Project activity is multifaceted and multifunctional, as it allows to form both engineering skills and abilities, as well as psychological and pedagogical. The psychological basis of didactic projecting is the readiness of the individual to constantly improve their competence, mobility of professional functions. In fact, it is a question of training at the university of an engineer-teacher-professional, competent in the main spheres of pedagogical activity. Training of vocational training establishment students, that is aimed at developing the projecting activity related knowledge, skills, and abilities among prospective engineer-educators is supposed to essentially scale up the vocational training quality with high education establishment graduates, to foster development of their professional mobility and competitiveness in the labor market. Hence it is necessary to ensure high level of professional competence among the graduates, which, in turn, is supposed to provide for involvement of each student into high-quality educational and learning; to provide for building up the core research activity features with prospecting professionals, for building up the skills to gain individually up-front knowledge and put it efficiently into practice. The so called educational projecting, being an option for the implementation of high-quality education concept, fully complies with the said requirements.

scholarly journals FORMATION OF VALUE ORIENTATIONS IN STUDENTS-VOCALISTS

2021 ◽  
Vol 1 (192) ◽  
pp. 225-230
Author(s):  
Natalia Bitko ◽  
Keyword(s):  
Music Education ◽  
Cognitive Complexity ◽  
Negative Impact ◽  
Cultural Development ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Activity ◽  
Special Role ◽  
Active Perception ◽  
The Individual

In the article the author investigates the problem of formation of value orientations of students-vocalists during their studies in a higher educational pedagogical institution. The author believes that the peculiarities of the training of future students-vocalists in the university are the specifics of the age of students associated with early professional orientation and self-determination in the profession; in the organization of the educational process itself, due to the fact that individual classes in music disciplines are held, in the priority development by future music teachers not of fundamental scientific knowledge, but of practically necessary professional skills and abilities. In modern conditions of socio-cultural development, the problem of formation of value orientations of students-musicians becomes especially actual. It is generally accepted that music plays a special role in the life of an individual due to its ability to have a profound impact on the spiritual world of man. This action becomes much greater if the music affects not only externally (passive or active perception), but is also directly reproduced by the performer. In the process of performing, a deeper comprehension of a musical work continues, depending on its cognitive complexity, there is a positive or negative impact on the currently formed hierarchy of personal values. The value orientations of students in the process of musical performance are a prerequisite for the disclosure of aesthetic potentials, adjust not only the musical and aesthetic interests, but also the needs, tastes, ideals, views of young people and more. Acquiring these qualities, the individual joins the accumulated by mankind true values of life, culture and professional activity. The modern stage of music education is the foundation in the spiritual and moral development of the student, when the problem of value orientations of the student is considered as the most important element of the internal structure of personality, which allows to orient in the material and spiritual culture of society.

scholarly journals THE SPECIFIC FEATURES OF THE SPIRITUAL INTELLIGENCE DEVELOPMENT AMONG THE FUTURE EDUCATORS

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Eduard Pomytkin ◽  
◽  
Daria Bohdanova ◽  
Keyword(s):  
Self Regulation ◽  
Individual Characteristics ◽  
Spiritual Intelligence ◽  
Theoretical Research ◽  
Professional Activity ◽  
Success Factor ◽  
Self Awareness ◽  
The Individual ◽  
High Level ◽  
Intelligence Development

The results of theoretical research identify the following specific features of spiritual intelligence development among future educators: awareness of self-realization, ability to forecast, professionalism, and capability of the person to self-regulation. Spiritual intelligence is represented as the highest form of intelligence of the teacher’s personality, which determines the structure of one’s values, is used for self-expression (which is the primary goal of pedagogical activity), and is a determining success factor in the process of forming a model of understanding the meaning of life by the followers. The spiritual intelligence of a teacher guides one’s ability for self-improvement and self-motivation for effective, humanistic-oriented pedagogical activity, and is the main mean of finding teacher's own “Me” within the framework of the professional activity. The core traits of the highly-developed spiritual intelligence of the teacher are seen in one’s ability to inspire others, to a deep self-awareness, to flexibility in making pedagogical decisions, as well as in one's capability of representing compassion and openness in relation to the learners. Spiritual and intellectual abilities and skills may have significant differences among people, depending on the individual characteristics of the individual, one’s spiritual beliefs, religious preconditions for one’s formation and development. The spiritual intelligence of the individual can be advanced throughout life, and this tendency may be referred to as the necessary prerequisite for the professional development of teachers and their achievement of a high level of pedagogical mastery.

scholarly journals Motivation for Achievement in Choosing a Strategy of Behavior in Organizational Conflict Among Employees of the Suburban Railway

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Tatyana Nikulina ◽  
Yulia Chepurko
Keyword(s):  
Interpersonal Communication ◽  
Interpersonal Relationships ◽  
Dominant Strategy ◽  
Professional Activity ◽  
Professional Activities ◽  
High Level ◽  
And Behavior ◽  
Attitudes And Behavior ◽  
Suburban Railway

Currently, the interrelation of various motivational phenomena, interests, attitudes and behavior of a person in the professional activity is being considered. Analysis of modern psychological literature shows that employees of organizations can be highly-motivated to achieve in their professional activities, however, in each individual, the motivation for achievement can manifest itself in a certain motivational trend. The article discusses the issues of the main parameters of the influence of the motivation for achievement on the determination of strategies for the behavior of suburban railway employees, which are revealed, both in destructive interpersonal communication and at a high level of constructive interaction. The available knowledge about the causes of conflicts and the needs of using the dominant strategy of behavior in interpersonal relationships and professional activity is generalized.

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