Specificity of Self-Realization of Teachers With Various Length of Professional Experience

Иванович, Кудинов Сергей; Davydova, Nadezhda I; Ивановна, Давыдова Надежда; Kudinov, S. I.; Сергеевич, Кудинов Станислав

doi:10.22363/2313-1683-2018-15-3-271-286

Cited by 6 publications

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“…, 2015), challenges, and opportunities (Goncharuk, 2015). According to a number of studies, the most important academic institutional models need focalization on two main factors—university teacher satisfaction in terms of workplace conditions (Bentea and Anghelache, 2012a, 2012b; Chapman and Lowther, 1982) and their opportunities for professional self-realization (Kudinov et al. , 2018; Melnikova, 2020)—to ensure high model effectiveness.…”

Section: Methodsmentioning

confidence: 99%

“…To further understand how we might improve upon the model, we thought it necessary to find out what were the critical success factors (Disterheft et al, 2015), challenges, and opportunities (Goncharuk, 2015). According to a number of studies, the most important academic institutional models need focalization on two main factors-university teacher satisfaction in terms of workplace conditions Anghelache, 2012a, 2012b;Chapman and Lowther, 1982) and their opportunities for professional self-realization (Kudinov et al, 2018;Melnikova, 2020)-to ensure high model effectiveness. However, if the model did not provide adequate support from the main areas of activity, i.e.…”

Section: Ns Nftutmentioning

confidence: 99%

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Effectiveness of academic institutional models in Europe: university instructor perception case research from Bosnia and Herzegovina and France

Goncharuk

Cirella

2022

IJEM

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PurposeThe aim of this study is to explore the perception of existing academic institutional models through the lens of individual university teacher assessment scores and add knowledge base to the root causes of the effectiveness level of higher educational models between Eastern and Western European universities. The research utilizes higher education instructor performance by exploring positive and negative outcomes from both models.Design/methodology/approachThis mixed methods study is based on 195 questionnaires in conjunction with 42 in-depth interviews of early-stage university teachers, associate professors, and senior university instructors (i.e. full professors) from the University of Banja Luka (UBL), Banja Luka, Bosnia and Herzegovina and Paris Diderot University (UP7), Paris, France. Key performance indicators are calculated in piecing together the existing institutional models to elucidate the opportunities and challenges university instructors face at these institutions. A scoping literature review that examined an East-West European divide was also conducted to add weight to the research.FindingsResults indicate the UBL model is considered mostly ineffective while the UP7 model showed signs of ineffectiveness. An East-West divide that exists in European universities was deduced through additional literature, and cohesion-based practices may be needed to truncate model differences as a result of the East's lack of academic freedom.Originality/valueThe research demonstrated important recommendations for academic institutional models by immediately signaling a need to open up the level of creativity of their instructors (i.e. the idea that university teaching is a creative profession that requisites a certain level of academic freedom). The research examined university concern – morally and financially – and weighed in on university instructors' options of abandoning university instructors' workplace in search of working in a prosperous Western country.

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Section: Methodsmentioning

confidence: 99%

Section: Ns Nftutmentioning

confidence: 99%

Effectiveness of academic institutional models in Europe: university instructor perception case research from Bosnia and Herzegovina and France

Goncharuk

Cirella

2022

IJEM

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“…Vladimirova consider that professional identity is a significant factor in a personal psychological well-being, because it provides a "psychoecological balance", i.e. a sense of the stability of the world and self-reliance [16].…”

Section: Professional Identitymentioning

confidence: 99%

A professional identity and resilience of students

2019

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The article is devoted to the theoretical analysis of resilience as a psychological concept and its connection to professional identity. The article includes the results of pilot studies of professional identity and creativity, resilience of students in a context of professional resilience. The sample consisted of students of Novosibirsk State Technical University (80 and 51 participants respectively). Methods of the research were theoretical analysis and psychological tests. It was found that resilience is an integrative dynamic characteristic, which includes hardiness as an ability to cope with adverse events, adaptation as an ability to change in different situations, value and semantic components as a way of thinking on the experience lived through. The professional resilience is a complicated system of personal (internal and existential) and organizational resources, which are necessary to sustain well-being of a professional. It was found that most students have medium and high levels of resilience. Students with professional identity moratorium in comparison with students with achieved professional identity want to be more intuitive in a making decision and suggest consequences of decisions. Also these students want to think more creatively, to create a humorous product and not to be afraid to be funny in some situations of life.SHS Web of Conferences 69, 00143 (2019)

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“…Трактования профессиональной идентичности студентов отечественными исследователями неоднородны, освещают проблемы ее структуры и становления в образовательном простран-стве [5][6][7]. Так, профессиональная идентичность личности исследовалась в контексте подхода самореализации личности [6]; профессионального самоопределения человека [7][8][9], социальной идентичности [10]. В ряде работ обсуждались ее связи с такими личностными характеристиками, как рефлексия [5; 11], самоактивация, активность, жизнестойкость [12].…”

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“…Закономерна отрицательная связь между автономностью личности и пассивностью в приобретаемой профессии (r = -0,266 при p < 0,05), так как пассивность каком-то смысле и есть отражение потери автономности человека, чаще проявляемое именно по отношению к работе. Наши результаты частично схожи с результатами С. И. Кудинова и Ю. В. Владимировой [8].…”

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Professional identity and hardiness of future psychologists before and after the COVID-19 pandemic

Bekhter

Гагарин

Grechko

2023

Prof. obraz. sovrem. mire

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Introduction The impact of the pandemic is prolonged, changing people's attitudes towards the meaning of relationships, life and professional activities. Future psychologists found themselves in a difficult situation during the pandemic: it was assumed that they would be able to show resilience and support their loved ones, to find new meaning in the profession they were acquiring. But in reality, it turned out that the students themselves needed psychological support, many of them showed disappointment in the profession.Purpose setting. The purpose of this study is to assess the parameters of professional identity and resilience before and after the COVID-19 pandemic. The materials of two empirical studies obtained on a sample of students (future psychologists) of different courses at the Pacific State University before and after the COVID-19 pandemic are presented. The 2019 study (N = 78) included respondents aged 17 to 25 (M = 19.8; SD = 0.65), in the 2022 study (N = 78) ‒ aged 17 to 25 (M = 20.3; SD = 0.45).Methodology and methods of the study. The following methods were applied: hardiness survey (adapted by D. A. Leontiev, E. I. Rasskazova), professional readiness method (A. P. Chernyavskaya); questionnaire of professional identity of students – future psychologists (U. S. Rodygina).Results. The analysis of correlations in two different groups allowed us to identify certain specificity of resilience in relation to professional identity before and after the pandemic. So, before the pandemic, autonomy of choice and risk taking were positively related, a passive position in acquiring a profession was negatively related to other parameters of resilience. After the pandemic, a dual nature of relationships was found, which clearly delineated students who remain in the profession and those who passively continue to study, and the indicator of involvement in life is positively associated with an active strategy and positive emotions for the future profession. The main differences among students, confirmed statistically, before and after the pandemic were in the parameters «Negative emotions associated with the dissatisfaction of a person's needs in this profession» and «Risk acceptance».Conclusion. These differences and the nature of correlations indicate a rethinking of their positions in the acquired profession and a change in the possibility of taking risks in a difficult situation. The results can be used in the training of future psychologists, including personal growth trainings and self-help groups.

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Specificity of Self-Realization of Teachers With Various Length of Professional Experience

Cited by 6 publications

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Effectiveness of academic institutional models in Europe: university instructor perception case research from Bosnia and Herzegovina and France

Effectiveness of academic institutional models in Europe: university instructor perception case research from Bosnia and Herzegovina and France

A professional identity and resilience of students

Professional identity and hardiness of future psychologists before and after the COVID-19 pandemic

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