Soéle: A Tool for Teachers to Evaluate Social Awareness in Their Learning Designs

Theophilou, Emily; Guxens, Anna; Dimitar, Karageorgiev; Beardsley, Marc; Santos, Patrícia; Hernández‐Leo, Davinia

doi:10.1007/978-3-030-29736-7_83

Cited by 1 publication

(1 citation statement)

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“…The anthropocentric approach is based on the following ideas [10]: the integrity and intrinsic value of the individual; spirituality of a person and the value of reflection for the development of their subjectivity; the unique ability of a person to determine moral values and guidelines for themselves; openness of a holistic pedagogical process aimed at creating conditions for a person's self-education, providing them with room for choice, identifying opportunities for free and creative activity [11]. In the centre of attention of representatives of the anthropocentric approach, the question arises about the modern goals and means of developing human abilities in the context of the teacher's professional self-development [12]. The formation of reflexive skills and focus on the professional selfdevelopment of the special education teacher is important [13].…”

Section: Methodsmentioning

confidence: 99%

Ways of Forming Personal and Social-Labour Functions of a Future Teacher

Tangkish¹,

Kamalov²,

Aripzhan³

et al. 2020

J. Intellect. Disabl. Diagn. Treat.

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Objective: The relevance of research is determined by the fact that it allows identifying the main criteria by which the development of a teacher is ensured both at the level of personal development and at the level of improving labour functions. The authors understand the complex development of personal and social-labour functions of a teacher as self-development in the process of fulfilling professional relations.Background: Each of the participants in the educational process must meet the requirements set by state educational standards. With that, the personal qualities of a teacher should be fully correlated with the necessity of improving labour parameters. Method:The effectiveness of the introduction of pedagogical conditions, which had a significant impact on the professional self-development of teachers, was tested experimentally with the use of anthropocentric and activity-based approaches to studying the problem, as well as with the use of the statistical method.Results: The analysis presented in the paper showed that the indicated pedagogical conditions contribute to the formation of professional motivation, focus on the professional self-development of teachers, a high level of aspirations, awareness of the value of individual professional self-development, the ability to notice shortcomings, develop social skills and communication skills of teachers. Conclusion:It was determined that the socio-psychological climate in an institution, where there is organisational support from the administration and informational support from other specialists, contributes to the development of operationalactivity and reflective and value-based components.

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