Stimulating the Professional and Personal Self-Development of Future Teachers in the Context of Value-Semantic Orientation

Abstract

The actualization of value-based approaches to vocational education is determined by the presence of several contradictions, among which it is necessary to name the following: the need for educational practice in more productive means; the implementation of a humanistic educational paradigm and the unpreparedness of teachers to use them; the need for teachers with formed attitudes towards value attitudes towards themselves, their professional activities, education, self-development, to the people around them, and the lack of an effective system of pedagogical tools for solving the abovementioned problem in the process of professional training of future teachers; and the particular importance of the axiological component of the content of vocational education and its insignificant component at the level of the educational process. The article deals with the essence of professional thinking of the teacher, ways and means to develop its value-semantic component in the process of learning pedagogy, problematic dialogue, analysis of texts, promotion, and other professional reflection.

Aligning values in applied professional practice: a case study of children’s services qualifying programmes in a Scottish university

“…As such, explicit teaching of professional values (Mergler & Spooner-Lane, 2012), to allow for incidental learning at other times, for example when on placement, is essential (Bowman et al, 2022;Simonsz et al, 2022;Veugelers, 2000). Gluchmanova (2021) discusses the importance of understanding professional values alongside other aspects of a profession's code of conduct, as do Madin et al (2022), who state that teachers' personalities and professional activity should both be underpinned by "high ideals and aspirations…" (p.1) driven by a desire to encourage development in their learners. There are similar expectations regarding social workers, as discussed by (Osteen et al, 2021).…”

Impact of practice-centered learning on the development of students' professional identities: Learning outcomes

“…Since the personal and professional development of students at a university directly depends on professionally significant values and personal meanings that lie in professional activities, it is therefore advisable to stimulate students' desire for self-knowledge and professional identification in the process of professional training. The adoption by future teachers of personal and professional qualities, abilities and opportunities for professional growth will intensify the meaningful saturation of educational activities and the enrichment of semantic connections (Madin et al, 2022). Through the organization of self-knowledge, bachelors will be oriented to the value-semantic content of their consciousness.…”

Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives

“…According to Epanchintseva, Bukhtiyarova, & Panich (2021), value semantic and personality improvement competence is defined as "the ability to form and realize one's own value-semantic orientations, to overcome value-semantic barriers and conflicts, to achieve personal growth and selfactualization." Value, semantics, and personality improvement competence can be divided into four sub-areas, each with its own set of learning outcomes and proficiency levels (Madin et al, 2022;Nikolenko et al, 2020) Leadership is the ability to guide, influence, and inspires others to accomplish tasks and achieve a common goal. Leadership competencies are the specific skills and attributes that make a graduate an effective leader (Kragt & Day, 2020).…”