Reflection as a Factor of the Activity of Professional Competence of Social Pedagogues

Indrašienė, Valdonė; Sadauskas, Justinas

doi:10.17770/sie2016vol1.1497

Cited by 2 publications

(5 citation statements)

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“…(Baumert & Kunter, 2013; Briška, Klišāne, Brante, Helmane, Turuševa, Rubene, Ti a, Hahele & Maslo, 2006;Delamare Le Deist, 2005;Dementjeva, 2012;Epstein & Hundert, 2002; Gaveika, 2016; Greaves (Gr vza), Stueck & Svence, 2016;Indrašienė & Sadauskas, 2016; Mahoney, Cairos & Farwer, 2003; Maslo & Ti a, 2005;Rychen & Tiana, 2004;Stoof, Martens & Merrienboer, 2002;Strods, 2011; Zogla, 2005; 11 , 2007;. (Blūma, 2008;Blank & Alas, 2008; Darling -Hammond, 2010; Desimone, Porter, Garet, Kwang Suk Yoon & Birman, 2012; Freeman, 2002;Halbe, Adamowski & Pahl -Wostl, 2015;Katane, Katans & riste, 2016; Lāce, 2014; Latkovska, 2015; L ce & Reihmane, 2016; Loughran, Berry & Mulhall, 2012; Mardesic, 2014;Sederevičiūtė -Pačiauskienė & Valantinaitė, 2016; Sass, Anastasia Semykina & Harris, 2014;Soika, 2016;.…”

Section: Concept Of Human Intellectual Potential Developmentmentioning

confidence: 99%

“…al., 2014;, 1998), (see Annex 2.1.8., 2.1.9., 2.1.10., 2.1.11., 2.1.12., 2.1.13. ).Therefore, according to the analysis of the theory (Baumert & Kunter, 2013;Bērtaitis, Briede & Pēks, 2011;Delamare Le Deist, 2005;Indrašienė & Sadauskas, 2016;) on the problems of Professional competence formation in modern education systems Rauhvargers, 2003Rauhvargers, , 2009Tauriľa, 2012;Strods, 2011; Zeiberte, 2010;), a topical problem for Kazakhstan appeared to be the change of education paradigm (Adubra, 2014;Ahrens, Purvinis, Zaščerinska & Andreeva, 2016; Zhanguzhinova, 2015) and directions in the professional preparation of specialists (Smékalová, 2015;, as well as unification of higher educational institutions requirements (Epro, 2015; Zhanguzhinova, Magauova, Nauryzbaeva, 2016;, 2000;. This allowed us to identify the main characteristics of the two above-mentioned areas (see Annex 2.1.1.)…”

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confidence: 99%

“…The study of the theory (Freeman, 2002; Loughran, Berry & Mulhall, 2012; Towards…, 2005) identified that skills realization is connected with "colaboration pedagogy" on the base of attitude that defines personal characteristics and professional experience of a specialist (Key competences…, 2010;, through attainments (perceptive, intellectual and motor), acquired in the implementation process of all activity types (Indrašienė & Sadauskas, 2016; Latkovska, 2015).…”

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confidence: 99%

“…-training methodical activity includes development, arrangement, planning, reformation, confirmation, preparation for issuing, integration of education documentation in educational institution and for training methodical support, improvement of pedagogical mastery, preparation and conduction of practices; -pedagogical activity carries out training regularities based on scientific and practical activity of a teachers (Indrašienė & Sadauskas, 2016; Latkovska, 2015); -educational activity is directed towards the creation of conditions by a teacher for the devel- …”

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Formation of the Professional Competence of Students Future Teachers of Vocational Training in the System of Higher Education on Kazakhstan

Zhanguzhinova

2017

SIE

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AnotācijaMeruyert Zhanguzhinovas promocijas darbs"Studentu -topošo profesionālās izgl t bas pedagogu profesionālās kompetences veidošanās Kazahstānas augstākajā izgl t bā" izstrādāts Rēzeknes Tehnoloģiju akadēmijaā Dr. paed. profesores Velta ubkina vad bā.Pēt juma objekts: studentu -topošo profesionālās izgl t bas pedagogu profesionālās kompetences veidošana.Pēt juma priekšmets: studentu -topošo pedagogu profesionālās kompetences veidošanās likumsakar bas un dinamiskās saites.Pēt juma mērķis: noskaidrot profesionālās kompetences veidošanas likumsakar bas un dinamiskās saites Kazahstānas augstākās izgl t bas sistēmā, izstrādāt modeli, metodiku un vērtēšanas kritērijus, kā ar noteikt to ieviešanas dinamiku uz studentu -topošo specializācijas "Apģērba dizains" profesionālās izgl t bas pedagogu piemēra. AnnotationThe doctoral dissertation "Formation of the Professional competence of students -future teachers of Vocational training in the system of higher education in Kazakhstan" of Meruyert Zhanguzhinova has been worked out in Rezekne Academy of Technologies under supervision of professor, Dr. paed., Velta Lubkina.The research object: the Formation of Professional competence in the process of professional training of students -future teachers of Vocational training.The subject of the study: regularities and dynamic links of the Formation of Professional competence of students -future teachers.The aim of the research: to identify the regularities and dynamic links of the Formation of Professional competence for the system of higher education of Kazakhstan, to develop the Model, Methodic and Criteria for the assessment, and to identify the efficiency of their implementation on the example of the preparation of students -future teachers of Vocational training in Clothing design.Valsts pēt jumu programma "Inovat vi risinājumi sociālajā telerehabilitācijā Latvijas skolās iek aujošās izgl t bas kontekstā" (INOSOCTEREHI) 3 IntroductionImprovement of the quality of human capacity and provision of future Kazakhstan with highly skilled workforce is possible only under the condition of modernization of higher education in the republic, its integration in the global educational space ( …, 2010, 2016).The field of higher education is the first priority for modern economic development of the country, since the quality of higher education predetermines sustainable competitiveness of the country in the context of globalization (Teaching…, 2010).As the process of globalization, internationalization of the economy and business advances, higher education faces new objectives -training of professional workforce able to operate effectively in changed market conditions. Particular attention must be given to the Formation of Professional competence of students -future teachers of Vocational training, including in the specialty Clothing design, in the system of higher education in Kazakhstan (Epro, 2015; Zhanguzhinova, Magauova, et al., 2014;.In this regard, the current stage of the reform of higher vocational school of the Republic...

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Section: Concept Of Human Intellectual Potential Developmentmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Formation of the Professional Competence of Students Future Teachers of Vocational Training in the System of Higher Education on Kazakhstan

Zhanguzhinova

2017

SIE

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“…Том 17, № 2, 2022Тип лицензирования авторов -лицензия творческого сообщества CC-BY success achievement throughout life. Social educators' professional competences have been highlighted in the work ofBaigozhina (2014),Bulatbayeva et al (2016),Indrašienė and Sadauskas (2016),Mardakhayev (2005), Timonen-Kallio and Hämäläinen (2019), among others.Magauova, Makhambetova and Lukashova (2021) conducted a comparative analysis of the training pre-service social educators received to work in inclusive classrooms in the Republic of Kazakhstan, Lithuania, and Germany. The research was based on the document The professional competences of social educators: a conceptual framework (Aieji: International Association of Social Educators, 2008).…”

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Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

Makhambetova¹,

Magauova²

2022

E&SD

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The quality of education is increasingly a priority area for state development. In the context of globalisation, the mission of the education system has become to create conditions for the achievement of greater stability in society, by ensuring equal rights and opportunities for all citizens, including individuals with disabilities. Amid efforts towards fully inclusive education, the professional competences of specialists addressing the needs of those with learning disabilities are crucial. High-quality training is required for qualified educator –particularly for social educators – in this field. It aimed the research at identifying the necessary professional competences and personal qualities of pre-service social educators to work in an inclusive education, as well as to identify the difficulties university lecturers face in the training of social educators. A qualitative research design was applied in the study. Fifty-one respondents-university lecturers participated in it. Its results showed that, alongside central competences, emotional-volitional qualities have played a significant role in the social educators’ engagement in inclusive education. The research enabled to identify that the professional difficulties have the highest indicator among the difficulties that lecturers face when training pre-service social educators. It can be assumed that these findings will advance improvements in the development of social educators’ professional competences and solutions to obstacles during their university-level studies.

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Reflection as a Factor of the Activity of Professional Competence of Social Pedagogues

Cited by 2 publications

References 12 publications

Formation of the Professional Competence of Students Future Teachers of Vocational Training in the System of Higher Education on Kazakhstan

Formation of the Professional Competence of Students Future Teachers of Vocational Training in the System of Higher Education on Kazakhstan

Pre-Service Social Educators’ Professional Competences: An Inclusive Education Context

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