Professional and Pedagogical Mobility of the Teacher as a Factor of Quality of the Educational Process: Theoretical and Experimental Research

Iyevlyev, Oleksandr

doi:10.32702/2307-2156-2020.10.38

Cited by 2 publications

(1 citation statement)

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“…Варто зазначити, що серед дослідників немає єдиної думки щодо того, якими методами доцільно користуватися для діагностики професійної мобільності особистості. Так, наприклад, О. Ієвлєв для діагностики професійної мобільності використовував такі психодіагностичні методики: тест «Діагностика творчого потенціалу», тест «Діагностика рівня розвитку рефлексії» (методика А. Карпова), тест «Оцінка емоційно-діяльнісної адаптивності», «Методика вимірювання рівня мотивації досягнення успіху в діяльності» (розроблена Ю. Орловим); оцінки студентів (середні значення) із фахово-педагогічних дисциплін; оцінка виконаних ними проектів тощо [1]. Окремі методи діагностики того чи іншого показника професійної мобільності можна використати з досліджень інших науковців [3; 4].…”

Section: експериментальне дослідження професійної мобільності майбутн...unclassified

Експериментальне Дослідження Професійної Мобільності Майбутніх Учителів

Фрицюк

2024

Перспективи та інновації науки

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The article analyzes the initial stage of the pedagogical experiment. It was conducted to diagnose the professional mobility of future teachers. Diagnostics was carried out according to defined structural components: motivational, cognitive, praxeological, personal, reflective. The use of the following methods is described: observation; author's questionnaire, expert assessment, test "Self-assessment of the ability to self-education, self-development and professional mobility", test "Diagnostics of motivation for success" (T. Ehlers), Self-actualization test, "Methodology of the analysis of motivation for studying in higher education institutions" (T. Ilyina), analysis results of certification in pedagogical disciplines, etc. The author's questionnaire was used in order to find out the orientation of future teachers towards the formation of professional mobility. The survey was conducted anonymously, using the traditional technique of filling out questionnaires, the survey was conducted in writing, some of the questions were open-ended. Based on the results of the questionnaire, it was concluded that students lack a clear understanding of the essence of the concept of "professional mobility", lack of a clear understanding of the place of professional mobility in the structure of pedagogical abilities, insufficiently formed value orientations and attitudes towards professional mobility, lack of internal need for professional mobility, insufficient motivation of professional improvement and lack of openness to change. This proves the need for purposeful pedagogical influence on the development of students of the studied quality. The results obtained as a result of the conducted diagnostics proved the insufficient level of development of the professional mobility of future teachers, which requires the development and implementation of the methodology for the formation of this quality.

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Section: експериментальне дослідження професійної мобільності майбутн...unclassified

Експериментальне Дослідження Професійної Мобільності Майбутніх Учителів

Фрицюк

2024

Перспективи та інновації науки

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Lifelong Development of a University Teacher’s Professional Skills

BOIKO

Machynska

2022

Continuing Professional Education: Theory and Practice

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The article offers a theoretical and practical analysis on the problem of formation and improvement of a university teacher’s professional and pedagogical skills. The authors reveal theoretical approaches to the problem of defining the concepts of «education», «blended learning», «distance learning». Based on the theoretical analysis on the essential features of modern society in general and the education system in particular the following issues are highlighted: forced isolation and migration of a significant part of citizens, search for new directions of formation and improvement of teachers’ professional skills; identification of forms and methods as well as determination of the main factors of formation and improvement of a university teacher’s professional skills. Peculiarities of mixed and distance mode of educational process organization are indicated. System principles of open education are listed (mobility of the whole educational process, equal access to educational systems, provision of quality education, formation of structure and realization of educational services). The need to create a single information and educational space for the educational process of student’s training is noted as the article describes its main features. In the context of improving the professional skills of a university teacher, different approaches to the interpretation of the skills of a university teacher are proposed; the research on the system of adult education is closely related. The tasks of the state policy in the field of adult education on the basis of normative-legal documents are listed. The leading factors of formation and improvement of a university teacher’s professional skills (self-motivation, mobility, self-satisfaction and self-encouragement) are singled out; their thorough characteristic is given. Emphasis is placed on the creation of a single digital educational environment of the educational institution. Significant benefits are identified for all participants, including teachers. Particular attention is paid to the teacher’s personal educational portfolio, which is a set of information about the documents on personal achievements.

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Professional and Pedagogical Mobility of the Teacher as a Factor of Quality of the Educational Process: Theoretical and Experimental Research

Cited by 2 publications

References 1 publication

Експериментальне Дослідження Професійної Мобільності Майбутніх Учителів

Експериментальне Дослідження Професійної Мобільності Майбутніх Учителів

Lifelong Development of a University Teacher’s Professional Skills

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