Relationship among individual level factors in career development system of civil service

Valickas, Andrius; Valickienė, Rasa Pilkauskaitė

doi:10.18844/gjgc.v7i1.2941

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…This requirement stimulates the system of actions for self-improvement which nature is in much predetermined by the maintenance of a professional ideal. In other words, when pedagogical activity gets personal, deeply conscious value in the teacher's eyes, then the need for self-improvement is manifested, and the self-development process begins (Valickas & Valickiene, 2017).…”

Section: Methodsmentioning

confidence: 99%

Scientific comparative analysis of Professional Self-Development of future social pedagogue in Kazakhstan and abroad

Tursynay¹,

Rymshash²,

Askar³

et al. 2021

CJES

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The paper deals with the scientific analysis in the sphere of social and pedagogical education and with the professional self-development of future teachers. In the paper the structure of the professional development that introduces the interconnection of the four members is presented: self-identification, self-esteem, self-determination, self-government. Attention is focused on the integrity of the system of self-development of a social pedagogue as a competent specialist, who also possesses a set of general culture of personality with professionally significant qualities.The theoretical bases of social and pedagogical support, its essence and content are considered. The role of practice as an integrative component of the professional development of a specialist is emphasized. The necessity of introducing the self-development trajectory in the educational process for successful professional formation of a future social teacher is acknowledged. The paper is intended for researchers and educators involved in the training of future social pedagogues. Keywords: professional self-development, social pedagogue, self-development trajectory;

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Section: Methodsmentioning

confidence: 99%

Scientific comparative analysis of Professional Self-Development of future social pedagogue in Kazakhstan and abroad

Tursynay¹,

Rymshash²,

Askar³

et al. 2021

CJES

View full text Add to dashboard Cite

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Valoración de la formación recibida por estudiantes del Título de Grado de Maestro en Educación Primaria

Jiménez

Ferra

2020

Enseñanza & Teaching

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La sociedad del conocimiento y la globalización en la que se enmarca el Espacio Europeo de la Educación Superior requiere que las universidades europeas tengan un sentido cultural unitario. Sin embargo, el conocimiento de los estudiantes que aporta este estudio pone de manifiesto que no existe esa realidad cultural como tal, por lo que se hace necesario conocer cuáles son las causas de esa situación y sus consecuencias. En este sentido, se aborda la percepción de doscientos sesenta y siete estudiantes de cuarto curso del título de maestro de Educación Primaria sobre la formación didáctica de sus profesores, así como la orientación que reciben y el nivel de compromiso que tienen con el alumnado, mediante un estudio descriptivo-inferencial, con pruebas no paramétricas. El estudio descriptivo utilizó medias, medianas y desviación típica; el estudio inferencial se llevó a cabo mediante pruebas no paramétricas: U de Mann Whitney y H de Kruskal-Wallis. Los resultados indican que hay buena preparación didáctica del profesorado, aunque se evidencia que suele ser en métodos y procedimientos utilizados en la Universidad con anterioridad al eees, considerando los estudiantes que el profesorado no está preparado en métodos más adecuados para el trabajo autónomo, trabajo en equipo o generación de conocimiento, que suponen un mayor protagonismo del profesorado. Asimismo, consideran los estudiantes que no reciben orientación de sus profesores y perciben falta de compromiso respecto a la formación. Se atisba una tendencia a reducir la profesionalización a mero conocimiento didáctico y un compromiso personal, más vinculado a las vanguardias ideológicas, que a la realidad ética que define las relaciones interpersonales. Se observa, pues, un sentido en la formación de carácter exclusivamente tecnológico, que no técnico, vinculado a una percepción neopositivista, que orienta a la persona exclusivamente a ser competitiva.

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Motivation for Professional Self-Development of Teachers of Higher Education Institutions

Kapralova¹,

Shapovalenko²,

Bulvinska³

2022

Continuing Professional Education: Theory and Practice

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The article is devoted to the theoretical justification of the motivation for professional self-development of teachers of higher education institutions and the generalization of the results of empirical research on the needs of self-development motivation. We define professional self-development as a conscious purposeful process of personal and professional self- improvement with the aim of creative self-realization while performing professional activities. However, we believe that teaching activity involves the dynamic involvement of both proficient and personal qualities and competences; therefore, the professional self-development of a teacher is aimed at self-cognition, self-affirmation, and self-improvement in all spheres of life. The process of professional self-development of teachers of higher education institutions requires a deeply realized value of its necessity, stable internal motivation, but it should be supplemented by external incentives in a creative educational environment, which was confirmed by empirical research. The conducted research has proved the need to make up practical recommendations for teachers regarding professional self-development, which can become the basis for further research.

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Relationship among individual level factors in career development system of civil service

Cited by 3 publications

References 6 publications

Scientific comparative analysis of Professional Self-Development of future social pedagogue in Kazakhstan and abroad

Scientific comparative analysis of Professional Self-Development of future social pedagogue in Kazakhstan and abroad

Valoración de la formación recibida por estudiantes del Título de Grado de Maestro en Educación Primaria

Motivation for Professional Self-Development of Teachers of Higher Education Institutions

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