Professional Honor in the Pedagogical Activity of the Future Teacher

IVANCHUK, Maria; Kostashchuk, Oksana; Machynska, Nataliya; Oliynyk, Mariya

doi:10.18662/rrem/214

Cited by 4 publications

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“…The results of the study state that the main criteria for the information competency formation of primary school teachers were the formation of motives for successful studying, cognitive interest in postgraduate education, the need for self-development and self-expression; the system of information knowledge, the formation of educational and information skills, the ability to assess the quality of pedagogical program means for primary school, the information and communication technologies; the level of development of reflexivity, the ability to carry out adequate self-evaluation, focus on further self-development. Such issues significantly expand the idea established in the scientific literature that key competencies (including information competencies) contribute to the performance of the educational activities (Bratel et al, 2020;Baytiyeh, 2019;Collie, & Perry, 2019;Ivanchuk et al, 2020).…”

Section: Discussionmentioning

confidence: 82%

“…The main aim of postgraduate education of primary school teachers in the information society is the acquisition and development of certain competencies that should provide the opportunity to work effectively under conditions of the dynamic development of the modern world (Sorochan et al, 2020;Cantu, & Martinez, 2006). Comparing the goals of higher and postgraduate pedagogical education, Ivanchuk, Kostashchuk, Machynska, & Oliynyk (2020) states that higher educational institutions are responsible for the acquisition of historically established, sustainable professional knowledge and skills, and the institutes of postgraduate pedagogical education -for the formation of innovative professional competencies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to some researchers (Aguilar et al, 2019;Bakholskaya et al, 2019;Collie & Perry, 2019), a multilevel system of information methodical and social support of teachers provides their competency-oriented professional interaction with the participants in the educational process, the formation of students' values, motivation for sound behavior, etc. These issues are quite decisive, as they allow consolidating the efforts of teachers in the work with unsuccessful students (Ivanchuk et al, 2020;Tsilmak et al, 2020). At the same time, we should not reject purely psychological indicators of personality, which are favorable in terms of the teachers' professional (primarily information) competence formation.…”

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confidence: 99%

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Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

Griban

Nikulochkina

Varetska

et al. 2020

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The paper investigates the problem of the information competence formation of primary school teachers in the postgraduate education. It reveals the essence of the concept of "information competency of primary school teachers". The aim of the article is to substantiate and experimentally test the methodology of the information competency formation of primary school teachers in the postgraduate education. 710 advanced training course participants of various institutes of Ukrainian postgraduate pedagogical education took part in the initial stage of the experiment; 106 primary school teachers of Zaporizhzhia Regional Institute of Postgraduate Pedagogical Education participated in the formative stage of the experiment. It was determined that the main criteria for the information competency formation of primary school teachers are the formation of motives for successful studying, cognitive interest in postgraduate education, the need for selfdevelopment and self-expression; the system of information knowledge, skills and abilities, mastery of information and communication technologies, focus on further selfdevelopment. The paper indicated the positive influence of the original methodology on the dynamics of the information competency constituents of the teachers from the experimental group: the number of teachers with high and middle levels increased by 12.6% and 21.1% under the motivational and value-based component; by 22.1% and 18.0% under the procedural and conceptual component; by 15.9% and 18.9% under the regulatory and reflexive component. This indicates the superiority of the original methodology over the existing one in the formation of information competency of primary school teachers in the postgraduate education.

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Section: Discussionmentioning

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

mentioning

confidence: 99%

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Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

Griban

Nikulochkina

Varetska

et al. 2020

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“…At this age, the system of value orientations becomes conscious and sustainable. There is little research into the value and sense sphere of future educators (Halian et al, 2020a;Ivanchuk et al, 2020;Kalenchuk, 2019;Matvieieva et al, 2019;Miliaieva, 2013). The values of young people (in general) were studied (Leontyev, 2003).…”

Section: Discussionmentioning

confidence: 99%

Experimental Research of the Sense-Value Regulation of Future Teachers in Academic and Professional Activity

Halian

Popovych

Nesin

et al. 2021

RREM

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The research is psychological-pedagogical experiment with factor analysis of value-sense meaningful parameters, preferences, expectations of future teachers (N = 140). The aim is to study the psychological rich in content features of formation of the value-sense sphere of future teachers. Values, while forming in the life experience of the individual, determinate the purpose-oriented and motivational program of behavior and provide sensory regulation of life activity. Personal sense, as a subject determinant, defines the effectiveness of professional activity. The development of system of values and senses is determined by rich in content process, the involvement of students in various types of social activities and purposeful impact by training facilities. Research methods: psychological and pedagogical experiment, standardized tests, factor analysis. The structure of value and sense regulation is determined. The forming stage provided changes in the experimental group (N = 17) from values oriented on social perception to values of personal and professional development. In the control group (N = 19), the dominance of personal comfort values was recorded. Compared to the ascertaining stage, the values of personal- professional development has emerged. The results obtained can be useful to stakeholders, leaders of educational institutions, researchers of self-regulation, axiogenesis, life creation and personality expectations.

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Leadership in education as the principal direction of educational policy

Machynska

2022

Educological discourse

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The article is devoted to the analysis of theoretical and practical aspects of educational leadership. It is noted that leadership is a model of management of an educational organization that stimulates the innovative behaviour of teachers, ensures the use of innovations at all levels of the organization. It should create the practice of corporate management in order to support the innovative behaviour of teachers at educational institutions of various types. It is shown by the author that one of the principal directions of the state educational policy is leadership in education as a way of effective staff management in the education management system. Various approaches to the definition of educational policy are proposed, where common indicators are: the organized and purposeful activity of the state; the complex system of measures of state institutions; the key subject of educational policy in society is the state; the education system is a leading institution of a democratic society. The priority areas of educational policy are highlighted: ensuring state guarantees of access to quality education; creation of conditions for improving the quality of general and vocational education; formation of effective economic relations in the education system; enrolling highly qualified specialists to the system of education, their support by the state and society; management of education development based on the distribution of responsibility between the subjects of the educational policy. The emphasis is placed on the technique of managing a structural unit at an educational institution (a set of operations, processes and procedures of managerial activity that are performed formally, based on rules and instructions). It has been proven that the training of managers in the main aspects of staff policy in the field of education, the involvement in training programs and advanced training in matters of staff management, contribute to the formation of scientifically based work with scientific and pedagogical staff, which ensures the effective organization of the educational process

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Professional Honor in the Pedagogical Activity of the Future Teacher

Abstract: Doctor of psychological science, рrofessor of the department of pedagogic and methodics of primary school teaching, the head of the scientific-methodical department of monitoring and the system of internal quality assurance of training specialists,

Cited by 4 publications

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Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

Formation of the Primary School Teachers’ Information Competency in Postgraduate Education

Experimental Research of the Sense-Value Regulation of Future Teachers in Academic and Professional Activity

Leadership in education as the principal direction of educational policy

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