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Journal articles on the topic 'Professional qualities of teachers'
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1
Rakhimbekova, A., and N. Alpysbaeva. "REQUIREMENTS FOR PROFESSIONAL AND PERSONAL QUALITIES OF PRIMARY SCHOOL TEACHERS." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 101–8. http://dx.doi.org/10.51889/2021-1.1728-5496.13.
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The article discusses the requirements for professional and personal qualities of primary school teachers. The rapidly changing modern world simultaneously changes the socio-pedagogical functions of the teacher and the requirements imposed on him. Today, the goal of the school is not only to transfer new knowledge, goals, values and personal meanings, but also to reveal the abilities of a growing person. Traditional views are replaced by a new pedagogical system, in connection with which the requirements of society to the teacher's personality change, which reflects the updated content and structure of his professional activity. An important factor affecting the effectiveness of the teacher's activity is his personal qualities. When considering the qualities of a teacher as a subject of activity, researchers distinguish professional and pedagogical qualities that are very close in abilities and can be individual.
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Chu, Wenxiu, Honggang Liu, and Fan Fang. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12 (June 14, 2021): 6721. http://dx.doi.org/10.3390/su13126721.
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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.
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Saydullaeva, Dilorom. "PEDAGOGICAL QUALITIES OF THE SPECIALIST." Journal of Central Asian Social Studies 02, no. 01 (January 1, 2021): 106–11. http://dx.doi.org/10.37547/jcass/volume02issue01-a17.
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This article describes the teachers 'professional-theoretical, methodological and social characteristics of human nature, based on the analysis of the structure of the future teachers should be based on a system of positive qualities, improve teachers' professional, cultural and human
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Bartkiv, Oksana, and Oksana Smalko. "FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 24–28. http://dx.doi.org/10.24144/2524-0609.2021.48.24-28.
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present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
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SYSOEV, Aleksandr N. "Modern model of physical education teacher's professional activity." Medicine and Physical Education: Science and Practice, no. 3 (2019): 67–73. http://dx.doi.org/10.20310/2658-7688-2019-1-3-67-73.
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Introduction. In this article we analyzed the current characteristics of the professional activity of physical education teachers. We considered the main components of vocational training of specialists in physical education. Purposes and tasks. The main purpose of the study was to develop a model of professional activity of a physical culture teacher based on the identification of the most important qualities. Materials and methods. Questionnaire survey and correlation analysis. Main results. Based on the data of the questionnaire survey, we identified the main most important components that lead to the success of the professional activity of the physical education teacher. We determined the expression of professionally important qualities depending on the length of pedagogical activity of teachers. There is a mismatch between the level of importance and the degree of expression of professionally important qualities in respondents surveyed. Conclusion. The obtained data can be useful for improving the educational process in faculties of physical culture.
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Hien, Nguyen Thi, and Mai Van Hung. "Professional Standards Training and Understanding Pre-School Teachers’ Knowledge about Professional Standards." Journal of Asian Multicultural Research for Educational Study 2, no. 1 (May 10, 2021): 10–15. http://dx.doi.org/10.47616/jamres.v2i1.116.
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Theimprovement of the teacher’s quality, including teachers in general and preschool teachers in particular, hasgained interested in many countries around the world. Currently, most countries in the world have issued a framework of competency or professional standards for teachers as a basis for preschool teachers to self-assess and be assessed for their qualities and competenciet. On that basis, preschool teachers can implement the plan of quality training, strengthen and improve professional expertise. This article, the author conducts research to evaluate the implementation of the professional standards manual of schools and the teacher's understanding of professional standards. This is considered an important factor that will contribute to improving the effectiveness of teacher ratings according to professional standards. In this study, the author uses mainly quantitative research methods (survey, descriptive statistics and inference statistics) to clarify the problems that the research has posed. Research results show that there is a relationship between standard manual training and preschool teachers' understanding of professional standards. Standards instructors have a good understanding of professional standards. Especially the training is organized by the school and the education and training department, so the training classes are small, with a small number of participants and therefore higher quality.
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Teneva, M. "DYNAMICS IN DIAGNOSING THE QUALITY OF THE GOOD TEACHER." Trakia Journal of Sciences 17, no. 2 (2019): 101–6. http://dx.doi.org/10.15547/tjs.2019.02.002.
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Education is a supreme human value that builds on the prosperity of society and the development of world progress. The personality of the teacher has a significant influence on the results of the educational process. The genesis of the teaching profession is rooted in ancient times. Over the centuries it has marked its development and affirmed its socially meaningful nature. Practising the profession of "teacher" is based on a person-to-person interaction. It is seen as a well-structured system with clearly differentiated and hierarchical levels of interaction. In his or her professional activity, the teacher enters into different interactions and realizes a complex of functions and professional roles, on the basis of which different types of teachers can be differentiated. One type of teacher is flexible, adaptable, open-minded, conscientious, creative, active, patient, committed to the profession, spiritualized, supporting the child’s development, ready to accept challenges. The other type is the conservative teacher, biased, irresponsible, reproductive, unbalanced, selfish, unconcerned for the prosperity of the students, boring, applying templates in their work. The first mentioned type of teachers receive a high public score for their professional work. They are categorized by users of educational services as good teachers. The second type of the so indicated teacher has a low public score for their work. They are categorized by users of educational services as bad, unloved teachers. What qualities are needed to be a good teacher? Which personal and professional qualities are highly valued for practising the teaching profession? These questions provoked our research attention to diagnosing the qualities of a good teacher. The subject of the study is the qualities of the good teacher. The aim of the study is to differentiate such personal and professional qualities that are characteristic of good teachers. Methods of research: pedagogical study, test, content analysis, correlation analysis, range scaling. Contingent of the study: The survey was conducted in 2017. It includes 128 respondents. 64 students from pedagogical specialties and 64 practicing teachers were included in the study. Results: The results indicate that there is a correlational dependence between three, from the differentiated to be in the first five positions, qualities of the good teacher. Students from the pedagogical majors and practitioners are solidarized around the belief that love for children, love for the profession and patience are the qualities that are most often met in the good teachers. It is these qualities that occupy a leading position in the rank scale of the teacher's prominent qualities, composed by the two target groups of respondents
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Buzova, Olena, and Oleksiy Boiar. "FORMATION OF PROFESSIONAL AND PERSONAL QUALITIES OF FUTURE MUSIC TEACHERS BY MEANS OF COMPLEX ARTS INTERACTION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 60–66. http://dx.doi.org/10.36550/2415-7988-2021-1-195-60-66.
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The article analyzes the professional and personal qualities that create a system of ideas, notions, concepts for personal development during professional training and musical and pedagogical activities of a future teacher in terms of effective pedagogical activities. The definition of "personal qualities" and "professional-personal qualities" is considered, the structure of creative personality qualities and search of natural bases of arts interaction is presented. Professionally important qualities affect the effectiveness of activity. The most important professional qualities of a teacher include the ability to understand students, the ability to exppain the material easily, respond quickly to pedagogical situations, the ability to a particular subject. Not less important role is played by special qualities such as persuasiveness, purposefulness, principledness, creativity, as they contribute to the optimization of pedagogical activities. The set of certain qualities of the teacher's personality, which is caused by the high level of his psychological and pedagogical readiness, the ability to optimally solve pedagogical problems, manifests itself in the pedagogical skills of the teacher. In this context, the author emphasizes the teacher’s personality, which in addition to a set of constituent properties and characteristics, is characterized by a developed motivational orientation and a focused process of communication with various kinds of art. Studying the problem of complex arts interaction we have found out that there has become extremely important the issues related to the need to pay more attention to the principles of professional and personal qualities of music teachers, pedagogical rethinking of fundamental musical and general artistic knowledge and skills in the learning process. Supervising students during the pedagogical practice has shown that many of them have difficulties with the involvement of artistic images of other kinds of arts and verbal application of specific musical and general artistic knowledge in the process of musical education of schoolchildren. In preparing the lesson, the future teacher should take care of the selection of tools and the organization of effective, pedagogically appropriate interaction of music images, literature and fine arts. We pay special attention to the process of creating an image based on artistic analogies in different kinds of arts. Taking into account the pedagogical potential of artistic analogies, which allow to direct the process of communication with different kinds of arts, the following methods were proposed: image-associative, analytical-formative, artistic-formative. The definition of the essence of professional and personal qualities of a music teacher, its component structure and principles of formation by means of complex interaction of arts is interpreted by us as an actual and essential problem of further development of pedagogical science.
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Voloshina, Olga. "FOREIGN LANGUAGE COMPETENCE OF TEACHERS." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 71–78. http://dx.doi.org/10.36690/2733-2039-2020-1-71.
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This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.
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Vietrynska, A. "Professional and personal qualities of choreography teacher at high school." Musical art in the educological discourse, no. 3 (2018): 32–35. http://dx.doi.org/10.28925/2518-766x.2018.3.3235.
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The article describes the professional and personal qualities of a teacher of a higher education establishment. The main professional qualities of the teacher of choreography are described in detail. The present state of choreographic art and prospects of further development are analysed. On the basis of analysis of scientific literature it is defined certainly most professionally meaningful internals of teacher of higher education establishment. The specific character of pedagogical activity impose, as we have already noted, necessary requirements on teacher which are defined in pedagogy as professionally significant personal skills. The last ones characterize the intellectual, emotional and strong-willed sides of the personality, influence significantly the result of professional and pedagogical activity and define the teacher individual style. A higher education establishment teacher has been always a tutor, however, today education has to be understood as interaction and cooperation between teachers and students in the field of education and their mutual being. The nature of communication between teachers and students has to be humane, democratic, consider traditions of the different people, and be based on universal values. A high school teacher, in particular a choreographer, should set an example for the students. The main professional and personal qualities of a teacher of higher education should be purposefulness, initiative, discipline, demand for oneself and others. The greatest authority among students is a teacher with really deep knowledge, both theoretical and practical, who finds an extraordinary, creative approach to lectures and practical classes, who synthesises different dance styles, deepens the meaningful and emotional content of every movement and gesture. By choosing non-standard solutions to come up the ideas, a teacher-choreographer encourages students in creative searches.
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Lubovsky, D. V., and S. G. Plesnevich. "Teachers’ Views of Formation of Pupils Personal Educational Outcomes." Psychological-Educational Studies 9, no. 1 (2017): 66–74. http://dx.doi.org/10.17759/psyedu.2017090107.
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Teachers` perceptions of opportunities to provide students educational and personal outcomes in the circumstances of modern education were studied. The hypothesis was the assumption that teachers’ perceptions on the possibility of forming of schoolchildren’ personal educational results are related to their professionally important qualities. 72 teachers of one of Moscow gymnasium were examined with a questionnaire for identification ofteachers’ viewon possibility of forming of schoolchildren’ personal educational results and questionnaire of communicative and organizational tendencies KOS-1. The data showed that more than half of the teachers consider adequate professional competence for the formation of personal educational outcomes of students. There was a significant relation between the teachers’ viewof their commitment to the formation of personal educational schoolchildren’ results and the communicative and organizational aptitudes. Authors’ assumption is that professionally important qualities of a teacher are the internal basis for the formation of students’ personal educational outcomes.The importance of the activity approach in the education of future teachers to develop their professional aptitudes and abilities is stressed.
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K.O. (Ph.D), OLANIYAN-SHOBOWALE,, and Arimiyau Olanike Sekinat. "Qualities of an Ideal Language Teacher: A Gender-Based Investigation." English Language Teaching and Linguistics Studies 1, no. 1 (May 7, 2019): 40. http://dx.doi.org/10.22158/eltls.v1n1p40.
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<em>Teachers influence to a large extent, the attitudes learners of a language have towards a target language. The question is thus asked, What do the language students want to see in their teachers?, what personality traits and professional qualities would endear teachers of languages to the their students? and how would these qualities be determined or influenced by the gender of selected respondents?. This study aims at identifying the qualities of an ideal language teacher as perceived by language undergraduates students at the Lagos State University. Selected respondents answered to a 42-item Likert-scale questionnaire concerning their perceived notion of qualities or personality traits of a successful language teacher. Independent sample t-test was used to calculate and identify any gender-based differences. Recommendations was made along the need to enhance the inherent personality traits and professional qualities of language teachers, explore the optimum potentials in order to maximize students language learning potentials. </em>
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Bao, Wen. "On Teachers’ Professional Qualities Structure and Development Mechanisms in the Business English Discipline." Chinese Journal of Applied Linguistics 42, no. 2 (June 26, 2019): 218–35. http://dx.doi.org/10.1515/cjal-2019-0013.
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Abstract Business English is a newly developed applied discipline quite different from the traditional English discipline, and it requires different qualities for Business English teachers. This paper attempts to explore the specific professional qualities required of Business English teachers and put forward teacher development mechanisms for the purpose of promoting professionalism of Business English teachers and facilitating construction and development of the Business English discipline.
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Khazaeenezhad, Bahareh, Mansoor Tavakoli, and Zahra Amirian. "Making Sense of Core Qualities to Sustain Professional Development through Core Reflection Practice." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 93–105. http://dx.doi.org/10.2478/jtes-2018-0006.
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Abstract Professional development in sustainable teacher education has recently shifted to focusing on pedagogical practice rather than theoretical knowledge. Given that, reflection practice can have an effective role in identifying undiscovered potentials of prospective language teachers. Hence, the current study was an attempt to examine the potential core qualities of Iranian prospective language teachers in a way to sustain professional development through merging theoretical knowledge and pedagogical practice. To that end, core reflection model, which is a concept in the context of sustainability, was practiced by ten prospective language teachers through drawing on their reflective journals, focus group discussions, and field notes collected over a four month period. Analysis of the obtained data revealed several core qualities on the three scales of feeling, thinking, and wanting. These qualities appeared to have been developed through interaction of both theoretical knowledge and pedagogical practice. This demonstrates the value of reflection practice as a way toward more development in making sense of teachers’ core qualities. Thus it can lead to positive changes in shaping teachers sustainable professional identity.
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Ustiantseva, E. V. "SOCIOCULTURAL TYPE OF A TEACHER IN A SMALL CITY OF KRASNOYARSKY KRAI (CONSCIOUS LEVEL OF LANGUAGE CONSCIOUSNESS)." Siberian Philological Forum 14, no. 2 (May 30, 2021): 17–23. http://dx.doi.org/10.25146/2587-7844-2021-14-2-74.
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The article presents the results of a sociolinguistic survey aimed at identifying the socio-cultural type of a teacher as an ideal type that meets the requirements of the professional community of teachers working in a small town in the Krasnoyarsk Territory. We have enumerated the most frequent words-qualities that make up the “portrait” of the professional group “teacher”: love for children, kindness, patience, responsibility, fairness, professionalism, communication skills, etc. Age-wise analysis of the results showed that the older the teacher, the more important are qualities associated with professional skills for him or her, while the young generation of teachers prioritizes warm relationships with students.
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Roshchina, Natal’ya V. "Dynamics of development of professional and personal qualities of future physical education teachers." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 236–39. http://dx.doi.org/10.34216/2073-1426-2019-25-4-236-239.
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The results of research, reflecting dynamics of progress in personally professional qualities of future physical culture pedagogues, studying at a higher education institution, are generalised in this article. The model of growth of personally professional competency of future physical culture teachers is represented. The conditions and methods to upgrade professionally personal qualities of students are described in this article. It has been established that among junior students, the motivation for avoiding failures prevails, and the achievement motivation is formed in the senior students. The dynamics of the formation of professionally significant qualities, general professional and professional competencies of students from the first to the fourth course is shown. The pedagogic conditions for the formation of professional and personal competency of future physical education teachers are revealed: organising the educational process on the basis of interdisciplinarity and integration of work programmes of academic disciplines; accounting in the educational process of objective and subjective factors in the formation of the subject of professional activity; the variability of the use of innovative educational technologies, etc.
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Pavlyuk, Oksana S., Yevgen O. Pavlyuk, Oleksandr O. Soltyk, Tetyana V. Chopyk, and Oleksandr V. Antoniuk. "Self-Improvement of Teachers of Physical Education at Various Stages of Professional Development." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 38–52. http://dx.doi.org/10.18662/rrem/12.4/332.
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The article deals with the issue of professional development and peculiarities of self-improvement of teachers of physical education. Teachers of physical education from higher educational establishments took part in the experiment. A number of methods were used: analysis, comparison, systematization, survey, discussion, teachers interviewing, questionnaire, pedagogical experiment, methods of mathematical statistics, and graphic display of results. Also, results of practical experience allowed to elaborate the structure of self-improvement of teacher of physical education, which includes the following components: theoretical and methodological knowledge, pedagogical communication, physical self-improvement, computer literacy and personal view on self-improvement of teachers of physical education in the process of professional activity, which we define as an individual process of improvement of professionally-significant components of activity oriented on “Professional I-ideal”. “Professional I-ideal” is construed by us as a concept of professional qualities and features that a teacher must possess being oriented on professional requirements.
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Bekereci, Melike. "DDP EFL Student Teachers’ Perceptions About the Qualities of a Professional Teacher." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 101. http://dx.doi.org/10.26417/ejls.v9i1.p101-108.
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This study explores how EFL student teachers of an undergraduate dual diploma program describe the qualities of a professional teacher after spending a year in their partner university in the United States, and after experiencing international and local practice teaching contexts. As a case study, the data were obtained through in-depth interviews, student teachers’ observation journals, and a survey. The interviews were audio-recorded and transcribed verbatim. In addition, student teachers’ observation journals were gathered on a weekly basis. As a supplementary tool, International Survey (TALIS) was administered to all participants. The collected data suggested that study abroad and international short-term fieldwork experience made contributions to their perceptions about the ideal teacher thanks to broadening their worldviews about multiculturalism and diversity, and improving their personal skills, including human relation and communication skills. As a result of these experiences, the prospective teachers re-shaped their perceptions and attributed new features indicating interpersonal skills to the image of a professional teacher. The study also revealed that after returning to Turkey and completing Practice Teaching course in one of the cooperating schools, their perceptions were re-shaped again under the influence of experiencing a real teaching context with the same students for a long time. They indicated that while international fieldwork and study abroad experience showed them being fluent in English, patient, eager to raise human beings, and being able to address individual differences in a classroom, thanks to local practice teaching experience, they added new features to them, including love of teaching, motivating students for life-long learning, being a facilitator to help them find their own path, attending to the learner, getting along with students within the framework of respect, kindness and temperateness, dealing with disruptive behaviors and accomplishing classroom management by developing techniques to create a safe and pleasant learning environment for students.
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Torres, A. Chris, and Jennie Weiner. "The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession." education policy analysis archives 26 (February 12, 2018): 19. http://dx.doi.org/10.14507/epaa.26.3049.
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While teacher professionalism remains a contested topic, scholars increasingly acknowledge the field has entered a “new professionalism” wherein its parameters are dictated by management and the organization rather than those within the occupation. Many argue that this shift has served to decrease teachers' sense of professionalism, efficacy and persistence. Simultaneously, no-excuses charter schools, considered to embrace this new professionalism, continue to proliferate. Yet little is known about how teachers within these schools view teaching and the qualities of teacher professionalism. To address this gap, we interviewed twenty new and novice teachers teaching in high profile charter organizations in the northeast such as Uncommon Schools, KIPP, MATCH, and Boston Collegiate. Our findings suggest that these teachers largely perceived their schools and the degree of professionalism positively. For example, teachers reported that their schools fostered teacher autonomy, professional accountability, and collaboration. However, their schools' high-accountability climates encouraged feelings of competition and caused teachers to question their efficacy, ultimately reinforcing views of teaching as a short-term endeavor. Finally, professional status and rewards were described as low with many teachers saying they felt underappreciated or undervalued. Our findings demonstrate how the climate of “new professionalism” can produce outcomes both consistent and in tension with efforts to professionalize teaching.
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Koishigulova, L. E., and А. Kisamedenova. "PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF FORMING LEADER QUALITIES IN FUTURE PSYCHOLOGISTS." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 147–51. http://dx.doi.org/10.51889/2020-1.1728-5496.26.
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This article discusses the psychological and pedagogical features of the formation of leadership qualities in future teachers-psychologists. Requirements for leadership qualities are provided by a combination of personality qualities, which allows future professionals to effectively carry out professional activities. In modern conditions, the future specialist must possess not only professional knowledge, skills, but also a certain set of leadership qualities that allow him to successfully realize his creative potential in practical activities. The psychological and pedagogical features of the formation of leadership qualities in future pedagogues-psychologists are determined by the development of reflection abilities, a positive impact on people, an active and responsible attitude to society. The psychological features of the development of leadership qualities of students in the process of studying at a university, as future pedagogues-psychologists, are features of socialization and adaptation of a person, the development of self-awareness, the specifics of professional activity, the interaction of students and teachers, as well as intra-group interaction of students. The pedagogical features of the development of leadership qualities are in the learning process to show such qualities as determination, determination, independence, responsibility, emotional stability, mobility, sociability
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Bozkuş, Kıvanç, and Mustafa Taştan. "Teacher opinions about qualities of effective teaching." Pegem Eğitim ve Öğretim Dergisi 6, no. 4 (November 14, 2016): 469–90. http://dx.doi.org/10.14527/pegegog.2016.023.
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This study aimed to determine both the importance order of qualities that effective teachers should have and differences between perceptions based on gender, branch and school types. Results indicated that the most important quality perceived by teachers was classroom management. Other qualities were respectively the planning of instruction, personality traits, instruction, and monitoring of student progress. Teachers did not spent enough effort to improve their qualities, and they did not care enough for pupils left behind of class. Classroom teachers attached more importance to classroom management than branch teachers. Researching of why teachers perceive classroom management as the most important quality rather than instruction, why they do not care for professional development and face to face interaction with pupils, and why classroom teachers attached more importance to classroom management than branch teachers are recommended. Also, it is suggested that the preparation and professional development activities of teachers should prioritize trainings of classroom management, instruction and monitoring of student progress.
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Yatseniuk, N. I., and I. Ye Klak. "Professional qualities as a component of future foreign language teachers’ professional competence." Pedagogical sciences reality and perspectives 2, no. 72 (2019): 286–91. http://dx.doi.org/10.31392/npu-nc.series5.2020.72-2.61.
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Dakina, G. T., and G. A. Zhumakulova. "FEATURES OF THE DEVELOPMENT OF PROFESSIONAL AND PERSONAL QUALITIES OF UNIVERSITY TEACHERS." BULLETIN Series Psychology 66, no. 1 (May 28, 2021): 88–93. http://dx.doi.org/10.51889/2021-1.1728-7847.16.
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A modern university teacher is not only a teacher, educator, organizer of students ' activities, researcher of the pedagogical process, consultant, educator, who constantly improves the level of his professionalism and pedagogical skills, leads a creative search for new things. A comprehensive indicator that characterizes the quality of the performance of its functions is professionalism. The professionalism of the higher school teacher consists in the effective implementation of the system of professional knowledge and skills. The article discusses the features of the development of professional and personal qualities of University teachers.
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Shovkovy, Vyacheslav. "DEVELOPING PEDAGOGICAL COMPETENCE IN PROSPECTIVE TEACHERS OF UKRAINIAN LITERATURE: PROJECT METHODOLOGY." АRS LINGUODIDACTICAE, no. 3 (2019): 4–13. http://dx.doi.org/10.17721/2663-0303.2019.3.01.
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The professional activity of a high school teacher of Ukrainian Literature requires a wide range of knowledge, skills and personal qualities including flexibility, creativity, getting adjusted to learning conditions, the ability to select an appropriate teaching methodology or assessment technique as well as the skills of compiling syllabi, educational materials, textbooks, etc. All these skills and qualities are components of pedagogical competence which is the key to professional training of prospective teachers of Ukrainian Literature. Developing the above-mentioned competence requires specific training so that it fully reflects real conditions of teaching activity. Therefore, to develop pedagogical competence, the author suggests making use of project methodology with the focus on simulating real professional activities of a teacher.
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Tickle, Les. "Professional Qualities and Teacher Induction." Journal of In-service Education 27, no. 1 (March 1, 1999): 51–64. http://dx.doi.org/10.1080/13674580100200170.
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Savchenko, Viсtoria. "Simulation of professional training of teachers of physical culture of the New Ukrainian school using innovative technologies." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 252–57. http://dx.doi.org/10.33310/2518-7813-2019-65-2-252-257.
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The article discusses the ways of professional training of teachers of physical culture of the New Ukrainian school using innovative technologies in the system of continuous education and experimentally tested the effectiveness of the use of innovative teaching technologies in refresher courses for primary school teachers who teach physical culture. Fundamentally new conceptual ideas and provisions for the modernization of education require a reorientation of the simulation of the professional training of the teacher of physical culture for the search and development of new, innovative ways of developing the education system, the formation of a truly new pedagogical thinking in the pedagogical environment at all levels of pedagogical activity. It will provide an educational area of mobility, accelerate its renewal, and eliminate the inertia inherent in centrally managed systems. At the same time, in order to prevent the destructive and destructive impact of innovations, it is important to intensify their comprehension, modeling, social selection and accelerate the processes of approbation, verification and selection of pedagogical innovations. In our study, the professional training of the teacher of physical education in primary education in the system of continuous education is defined as a set of interrelated factors, which subordinates all types and forms of the educational process and corresponds to the purpose of teacher training for pedagogical activities, provides a continuous and consistent influence on the professionalism of teachers, aimed at acquiring them new knowledge, skills and abilities, personal and professional qualities necessary for the successful leadership of the physical education of young people s students. The readiness of teachers of physical culture for professional activity is an integral education, which includes knowledge, skills, professionally meaningful qualities, pedagogical abilities and consists of the following components: motivational, cognitive, operational and reflexive. It is determined that simulation of the professional training of primary school teachers who teach physical culture at the New Ukrainian School will be effective under the following conditions: ensuring the improvement of the educational process; development of teachers’ competence.
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Shaidenko, Nadezhda Anatolievna, Svetlana Nikolaevna Kipurova, Aleksandra Vladimirovna Sergeeva, Maria Vyacheslavovna Filatova, and Ellada Vladimirovna Shelispanskaya. "Development of creativity of a future teacher as a condition for their effective work with gifted students." SHS Web of Conferences 117 (2021): 06005. http://dx.doi.org/10.1051/shsconf/202111706005.
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Work with gifted students requires a teacher to have special personal and professionally important qualities and creativity occupies a special place among them. A creative teacher can understand the peculiarities of behavior and worldview of a gifted child and possesses the competencies of organizing further development of the creative activity of special children, as well as their relationships with peers. The study is based on the concepts of axiological, humanistic, systemic, and activity approaches, the theory of convergent and divergent thinking, the teachings of an individual as a person and subject, of creativity as a process and a result, the creative nature of a teacher’s work, and theories addressing the creative essence of personality. The stage of university training is deliberately chosen for the study of the problem of development of a teacher’s creativity as a foundation for work with gifted students since the student age is the most sensitive period of this process. In the process of higher education, the development of a future teacher’s creativity in conjunction with their professional and personal qualities is essential as a condition for effective work with gifted students. The identified key psychological and pedagogical conditions for the development of creativity in professional activity focused on work with gifted students include the professional activity orientation of future teachers to work with gifted children, professional knowledge, skills, and competencies focusing on gifted children, and psychological qualities of professional importance for work with gifted students. The article provides a specified definition of creativity, characterizes the signs of a teacher’s creativity, and describes the patterns, conditions, and stages of development of a future teacher’s creativity in the educational process in a higher education institution. The directions for further scientific theoretical and practical activities in the process of development of a future teacher’s creativity in parallel with training to work with gifted children are proposed. A promising direction of work is determining the ways to combine the operational and substantive sides of a teacher’s activity in work with gifted children.
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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.
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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background
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Yalcin, Sinan, and Isa Y. Isgor. "Investigating Teacher’s Professional Life Quality Levels in Terms of the Positive Psychological Capital." International Education Studies 10, no. 5 (April 11, 2017): 1. http://dx.doi.org/10.5539/ies.v10n5p1.
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This study, which investigated the relationship between teachers’ professional life qualities and positive psychological capital, was designed in a relational screening pattern in the quantitative research method. Teachers, who worked in primary, secondary and high school in Erzincan city centre of Turkey in 2014-2015 academic year, participated in the research. The study group consisted of totally 182 teachers selected by random sampling method from the research field. The research data were collected through two different scales as “Professional Life Quality” and “Positive Psychological Capital”. The obtained data were subjected to frequency, arithmetic mean, and correlation and regression analysis with SPSS 22 program. According to the results obtained from the research, it was found out that the positive psychological capital levels and quality of professional lives of teachers were high. According to the results of the study, it was noticed that there was a significant positive correlation between the teachers’ professional life qualities and positive psychological capital levels. Another result obtained from the research was that teachers’ professional life qualities were a significant predictor on their positive psychological capitals.
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Dahl, Marianne, and Peter Karlsudd. "LEISURE-TIME TEACHERS IN A CHANGED PROFESSION." Problems of Education in the 21st Century 68, no. 1 (December 25, 2015): 22–35. http://dx.doi.org/10.33225/pec/15.68.22.
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This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center. Key words: leisure-time center, leisure-time pedagogy, professional development, leisure-time teacher.
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Roskvas, Ihor. "Continuing Training of Language Teachers in the UK." Comparative Professional Pedagogy 9, no. 4 (December 1, 2019): 37–44. http://dx.doi.org/10.2478/rpp-2019-0035.
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AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that the UK is at a turning point today. The country is on its way of leaving the EU, which will significantly change not only its relations with EU countries but also with other countries all over the world. Thereby, the UK needs the skills and capabilities, which will facilitate the understanding of other cultures and languages, to continue to be important for successful international relationships at all levels. The four nations of the UK have approached policy on language education in different ways, which reflect their different linguistic circumstances, and they will continue to do so. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK’s positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.
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Dоmina, Viktoriia, Natalia Gutareva, and Julia Sedova. "Formation of Professional Competencies in Future Teachers of Physical Education in the Conditions of Interactive Interaction." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (338) (2020): 133–40. http://dx.doi.org/10.12958/2227-2844-2020-7(338)-133-140.
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The dynamics of development of the modern world causes progressive changes in education, reflecting the creative search for the most effective forms of organization and technology of learning. Recent studies outline the strategy of practical constructions, involving the education system in the development of the value-semantic sphere of personality on a pedagogical basis. In the offered article the authors consider actual problems of formation of professional competence which is considered as the integrated property of the person possessing a complex of professionally significant for the future teacher of physical culture qualities. The study identified the concept of professional competence of the future teacher, value orientations. The classification of value orientations of the future teacher of physical education which allows to adapt more successfully masters to modern educational processes is proved. The importance of the teacher's value orientations in the modern process of forming the moral beliefs of future teachers is determined. One of the possible ways of forming professional competence in the process of training future physical education teachers through interactive interaction is presented. It is this system of training allows by determining the general laws of psychology and pedagogy, specifying their basic provisions to determine the specifics of coaching.
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Oreshkina, Anna Konstantinovna, Dmitry Vladimirovich Lukashenko, Ivan Sergeyevich Samokhin, and Marina Georgiyevna Sergeeva. "Digital educational environment as a factor of developing teacher’s professional reflection." Revista Tempos e Espaços em Educação 14, no. 33 (July 31, 2021): e16166. http://dx.doi.org/10.20952/revtee.v14i33.16166.
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The article explores the problem of teachers’ reflexivity, its influence on the educational process and the specifics of teachers’ professional activity. The research purpose is a theoretical and empirical study of teachers’ reflexivity and its developmental specifics. The main forms of reflexivity development are lecturing, training, analysis, self-analysis and testing. To improve the personality traits which are important for reflexivity development (self-awareness, communication skills, empathy, identification of professional and personal value guidelines, etc.), a teacher may also use different games and tasks, along with various methods of analyzing the lessons and his/her own contribution to them. All these resources should be included in the annual plan of an educational organization. The results of the study allow concluding about the effectiveness of the declared measures for teachers’ reflexivity development. Within the changing domestic education system, one of the key challenges is training teachers who meet the requirements of the modern professional standard. A possible solution to this problem can be systematic work in an educational organization to improve the teacher’s underdeveloped qualities. One of these characteristics, which can influence the improvement of the teacher’s professionalism and ensure the compliance with the professional standard, is reflexivity. Along with the fact that reflexivity is among the most important components of the pedagogical activity, it is necessary to recognize the poor criterial basis for the professional reflexivity of teachers working in educational organizations, namely the applied aspects of its development within teachers’ methodological activity.
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Ustichev, O. G. "VALUE BASES OF PROFESSIONAL PEDAGOGICAL ACTIVITYOF MILITARY UNIVERSITY TEACHERS." Vestnik Orenburgskogo gosudarstvennogo universiteta 224 (2020): 101–8. http://dx.doi.org/10.25198/1814-6457-224-101.
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A number of requirements are imposed on the activities of teachers in military schools due to certain restrictions, official relations, which are based on the principles of centralization and unity of command. The purpose of the study is to determine the value foundations and value-semantic components of professional and pedagogical activity of a military university teacher. A theoretical study made it possible to establish reasons that affect the activities nature of a military university teacher. They are associated with a change in value orientations in society and the army. The rethinking of the traditional values of military service and officers is indicated. For the successful organization of professional and pedagogical activity of military university teachers, understanding of changes in norms, values, discourse and military professional and pedagogical activity is also required. The importance of the teacher’s personality, his unique professional and human qualities, as well as those values that he himself follows and broadcasts to cadets is emphasized. The results of axiological analysis show that the values of professional and pedagogical activity of teachers of a military university are a well-established system of attitudes, informed representations, which ensures the choice of strategies for professional behavior of teachers of a military university, its stability and continuity. This system is holistic in nature and acts as a cognitively functioning system that determines the relationship between the prevailing views on the problems of military education, the requirements of military service and the teacher professional and pedagogical activity. Under the conditions of irreversible axiological changes, the work of a teacher at a military university is becoming more and more complicated. Values are manifested in the style of teachers professional and pedagogical activity, the nature of the relationship built by teachers. The values of professional pedagogical activity are formed on the basis of ethical standards, moral and ethical guidelines, attitudes that exist in the professional pedagogical community of military university teachers.
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Sviderskaya, S., E. Shabasheva, and Yu Ignatovich. "Professional Development and Self-fulfilment of the Teacher in the Current Environment." Bulletin of Science and Practice 7, no. 1 (January 15, 2021): 387–406. http://dx.doi.org/10.33619/2414-2948/62/45.
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The article examines core trends in the development of modern society and education. The aim of national educational project recently created in Russia is to enhance its entire system of education. In this regard, the objectives of the project have been identified which include, among others, the training of current teaching staff, their retraining and advanced training programs. Since the changes entail teachers and their professional development, we have highlighted a number of relevant problems. We find the solution to these problems in studying the process of the teacher's professional self-fulfilment. In this paper, professional self-fulfilment of the teacher is understood as an integral dynamic characteristic, reflecting the teacher's personal qualities in pedagogical activity. The idea of personal self-fulfilment is not limited to one idea of constant self-development and striving for a certain ideal, but invites a person to understand themselves, their ambitions, uniqueness and inner potential that can be realized either in professional or any other course of development. The article pays special attention to the formation of the teacher’s “competences of the future” as one of the objectives and conditions for improving professional development and professional self-fulfilment of the teacher. On the basis of individual and motivational and performance-oriented approaches we have proposed the structure of the teacher's activities aimed at professional development and self-fulfilment.
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Thi Hao, Nguyen, and Tran Thanh Huong. "Expected Qualities of Literature Graduates in the Perception of Vietnamese School Teachers." Global Journal of Educational Studies 4, no. 2 (December 26, 2018): 62. http://dx.doi.org/10.5296/gjes.v4i2.13993.
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This study aims to examine the expected qualities of teacher graduates from literature preparation programs, and the importance of these qualities to the classroom practice, according to the perceptions of school teachers. Two hundred eighteen (218) participants were conveniently selected from various schools in Ho Chi Minh City. Literature graduates from teacher preparation programs in 2017 are the subject to be reported by these participants. A 78-item researchers-constructed questionnaire was distributed by google form and hard copy. This questionnaire asked participants about the expected qualities of literature graduates and its importance to teaching practice in related to teacher graduates’ knowledge, instructional strategies, personal characteristics, and professional development. Results indicated that, there are 60 required qualities from literature graduates and all are perceived as “important” to school practice. Implications are drawn from the findings for teacher education and for further researchers.
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Ilaltdinova, Elena, Irina Lebedeva, Svetlana Frolova, Ramilya Arifulina, and Tatyana Belyaeva. "Phenomenon of a Teacher Within a Historical Context." SHS Web of Conferences 50 (2018): 01016. http://dx.doi.org/10.1051/shsconf/20185001016.
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The study concerns the phenomenon of a “professional teacher”, its social status, personal qualities and competences within the historical context. The authors apply the integration of philosophical, psychological, historical-pedagogical and pedagogical knowledge as such to understand the modern model of a teacher. The historical context as a complex of social conditions of pedagogical insights, concepts and assumptions of an ideal teacher and its professional training formed methodological fundamentals of the study dealing with the image of a teacher of the past, present and future. To define the mission of a teacher within the society and its professional characteristics the study analyzes beliefs, activities and works of educators, scientists, classic teachers and modern representatives of pedagogical science and educational practice. Defining the phenomenon of a “teacher”, the authors consider it through the unique nature of professional activity, personal qualities, compliance to public expectations and demands.
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Frolov, Yury. "The Mixed Model of Teachers’ Evaluation in Secondary Schools." Eduweb 15, no. 2 (July 30, 2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.
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Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.
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Yakusheva, Svetlana Dmitrievna. "intuition in professional activity of modern proficient teachers." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2014): 80–87. http://dx.doi.org/10.51314/2073-2635-2014-2-80-87.
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The article is devoted to pedagogical intuition as one of the unique capacities of a modern professional pedagogue, providing attainment of truth in its intellectual and emotional sense. Intonation belongs to a category of individual professional qualities, which discloses the core meaning of teachers' personality-related centration and makes it a corner stone of teachers' creative initiatives.
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Simonova, E. "Improvement of professionally important qualities of the teachers in the process of professional development." NEW UNIVERSITY: TOPICAL ISSUES OF HUMANITIES AND SOCIAL SCIENCES, no. 7 (July 30, 2014): 8–10. http://dx.doi.org/10.15350/2222-1484.2014.7.0002.
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Provorova, Ye. "IMPROVEMENT OF METHODICAL COMPETENCE OF MUSIC TEACHERS IN COMPREHENSIVE SECONDARY EDUCATION INSTITUTIONS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 34 (2020): 14–20. http://dx.doi.org/10.28925/2311-2409.2020.34.2.
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The article is devoted to the problem of improvement of methodological competence of music teachers in general secondary educational institutions through a well-thought-out system of school methodical work. The definition ofsuchconceptsas“professionalcompetenceofamusicteacher” and“methodicalcompetenceofamusicteacher” is proposed. Under the professional competence of a music teacher we understand the holistic characteristics of the personality of the specialist with the already-formed set of competencies that allow him to perform his professional functions effectively, to update and enrich his knowledge constantly, to develop new skills according to the level of science and technology, to be ready for social changes, to enjoy his professional activities. In its turn, the methodical competence of the teacher-musician is interpreted as an integral characteristic of personality, which determines the ability to solve professional problems in situations of real practical musical-educational activities, corresponds to the main types of methodical activities of music teachers and is a set of components such as orientational (professional orientation), cognitive (methodical knowledge), operational-active (methodical skills), personal (professionally significant personal qualities) and social-behavioral (experience). The functions of methodical work in the institution of general secondary education (planning, organizational, diagnostic, prognostic, modeling, corrective functions) and criteria of optimality of results of teacher’s methodical work (criterion of efficiency, criterion of rational spending time and economy, satisfaction of the teacher with the work, criterion of effective methodical work) are studied out. The characteristics of traditional and innovative methods, forms and technologies of improving the methodological competence of music teachers in general secondary education are given, which include concilium, round table, methodical ring, auction of pedagogical ideas, business game, week of pedagogical sciences, pedagogical workshop, master classes , pedagogical mosaic, creative laboratory, discussion-aquarium, debates, information and communication technologies, etc.
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Андрюкова, Д., D. Andryukova, Н. Виноградова, and N. Vinogradova. "Analysis of the Possibilities for the Implementation and Formation of Leadership Qualities among Teachers in the Modern Educational Environment." Scientific Research and Development. Socio-Humanitarian Research and Technology 8, no. 3 (September 24, 2019): 80–83. http://dx.doi.org/10.12737/article_5d88829847d773.58402932.
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In modern socio-cultural conditions, there is a request for professional growth of the teacher. It is confirmed by the decree of the President of the Russian Federation (5) and teachers (1). The problem is to increase the number and level of complexity of the requirements for teachers and the lack of theoretical and practical information base for both working and future teachers. The purpose of the study: to develop a Handbook designed to help in the possible implementation of the request for professional growth of the teacher, the formation of the teacher-leader. Research problem:
1) to study the features of teachers ' perception of the phenomenon of leadership and understanding the role of a leader for a teacher within his profession.
2) to analyze the difficulties in the pedagogical sphere, relevant at the moment. 3) the opinions of teachers about the specifics of their profession are revealed. The topic of the phenomenon of leadership in the pedagogical sphere and improving the quality of education was considered in the works of M. Barber, M. Murshed [2], I.B. Bicheva, O.M. Filatova [3], S.S. Lutkin [4], I.L. Feldman [6], S.N. Yaroshenko [7].
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Rudenko, Oksana. "Theoretical aspects of the problem of psychological well-being of modern teachers." HUMANITARIUM 41, no. 1 (December 30, 2019): 128–35. http://dx.doi.org/10.31470/2308-5126-2019-41-1-128-135.
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The article presents the results of theoretical research of the problem of psychological well-being, personal qualities of the teacher highlights as the main markers that determine the choice of the positive functioning of the teacher and provide his psychological well-being. The specificity of motivating and stabilizing personal qualities highlighted in the context of personality-professional development of the teacher.The article analyzes «job satisfaction» as a component of the teacher’s subjective well-being, that reflects personal well-being in professional employment and provide its professional identity. In relation to pedagogical activity, satisfaction is determined by the relationship between the motivational value sphere of the teacher’s personality and the possibility of success of the activity in implementing the leading motives and acts like the main psychological mechanism of the behavioral substructure of self-consciousness. Emotional intelligence and developed social skills are also determinants of psychological teacher’s well-being.
The problem of health are substantiated (physical, mental and social) as a professional category of well-being, the measure of a person’s ability to act as an active subject of his professional activity is substantiated; the concept of psychological status are expanded in the context of mental health of personality. The specifics of the educational environment as a system of relations of all subjects of professional activity is determined by an important determinant of psychological teacher’s well-being, which determines the success of the disclosure of their potential, satisfaction of the need for self-realization.
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Pankratova, Valeriya G. "Professionally important qualities primary school teachers." Pushkin Leningrad State University Journal, no. 2 (2021): 41–52. http://dx.doi.org/10.35231/18186653_2021_2_41.
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Zayac, Ryan M., Bryan D. Poole, Chance Gray, Mary Sargent, Amber Paulk, and Elise Haynes. "No Disrespect: Student and Faculty Perceptions of the Qualities of Ineffective Teachers." Teaching of Psychology 48, no. 1 (September 24, 2020): 55–62. http://dx.doi.org/10.1177/0098628320959978.
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Research examining excellence in teaching is extensive. Nevertheless, research examining the inverse—what constitutes poor or ineffective teaching—has not been as systematic. The current research addresses this gap in the literature by examining student and faculty perceptions of the qualities and behaviors of ineffective teachers. Students and faculty identified being disrespectful as the number one perceived quality of ineffective teachers. Both groups of respondents also agreed that having weak rapport was indicative of ineffective teachers. Overall, students had a tendency to focus more on the social aspects of the student–teacher relationship, whereas faculty focused more on professional competencies. These findings provide additional support on teaching misbehaviors to avoid both in and outside of the classroom.
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Tabachnikov, S. I., N. O. Mykhalchuk, and Ye M. Kharchenko. "Empirical research of the structure of professional reflection of teachers." Archives of psychiatry 24, no. 2 (June 14, 2018): 111–15. http://dx.doi.org/10.37822/2410-7484.2018.24.2.111-115.
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Background. The current social situation in Ukraine demands the researches of objective and subjective conditions that determine the professional development of teachers in general and the development of their professional reflection in particular, which are related to the real system of professional training of students at higher school.
Objective – to analyze the reflection as one of the psychological mechanisms of self-control, which, in turn, ensures the personal growth of a future teacher.
Materials and methods. There were analyzed the results which had been obtained for the component «experience of reflection» of teachers (128 teachers of Rivne State University of the Humanities were participated in the empirical part of the research. The research lasted during 2017). Methods of the research – analytical, empirical, statistical.
Results. The authors of the article identified four levels of professional self-determination of the first-year students who studied at higher school: 1) a high level of professional self-determination is the manifestation of a multi-component professional motive; the presence of a clear idea of the image of a teacher with a lot of professionally relevant qualities; the development of objective self-esteem, active and positive attitude to the profession and the purpose of studying at a higher school – at last to become a professional teacher. Students with a high level of professional self-determination formed a group of «well-professionally oriented» students: 2) middle (potential) level of professional self-determination – the manifestation of two-component professional motive (stable desire to become a teacher, the ability to work with people); the development of active and positive attitude towards the profession and the purpose of studying at a higher educational institution to become a teacher of a foreign language. Students with a potential level of self-determination were classified as «professionally oriented»; 3) low level of professional self-determination – the manifestation of one-component professional motive (the desire to become a teacher), which in its content – amorphous, unstable, because in its basis – only the emotional attitude to the profession («like – do not like»); the perception of the pedagogical profession is superficial, fragmented, and, as a result, passive-positive attitude to the profession and objectives of studying at a higher educational establishment. Students with a low level of self-determination made up a group of «weakly professionally oriented»; 4) very low level of professional self-determination – manifestation of uncertain attitude to the profession, self-restraint from it; motives and goals of entering higher educational institutions can be regarded as emotionally cognitive-orientated («just interesting», «may be like», «try»). These students formed a group of «professionally non-oriented» ones.
Conclusions. Subjective conditions that influence the development of professional reflection of future teachers of a foreign language were such as: professional orientation of the person in his/her future activity; the development of intellectual abilities; students’ activity in their professional development and mastering of professional reflection.
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Soloviev, V. P., and T. A. Pereskokova. "Professional Education: Goals, Objectives, Processes." Alma mater. Vestnik Vysshey Shkoly, no. 8 (August 2021): 9–15. http://dx.doi.org/10.20339/am.08-21.009.
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Discussed is the problem of achieving the required quality of professional education from the point of view of implementing a systematic approach: goals, tasks, processes. Shown the importance of the correct formulation of goals and objectives in the curricula, which have become available on the websites of universities. Their formulation helps the teacher to correctly build the learning process. Examples of structuring the goals of studying educational material are given. Shown the advantages of the integrated educational process carried out by the project team — the scientific and methodological council for the specialty. Attention is paid to the need for teachers to demonstrate their leadership qualities.
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Іван Дерда. "FORMATION OF PROFESSIONAL COMPETENCE OF THE FUTURE TEACHER-MUSICIAN DURING THE PROFESSIONAL TRAINING." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 4, 2020): 56–63. http://dx.doi.org/10.31499/2307-4906.3.2020.219090.
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The article analyzes various interpretations of the concepts “competence”, “professional competence”, “teacher-musician’s professional competence”. The article highlights the scientists’ views on the issue of future teachers-musicians’ professional competence developing during professional training. It is determined that the formation of professional competence implies a comprehensive, harmonious development of the future teacher-musician who has not only theoretical knowledge but also practical skills and abilities.The author notes that one of the most important subjects in the content of special disciplines at art faculties is voice staging. During which students master vocal techniques, singing breathing, diction, emotional and dynamic expression, stage skills, etc. The main principles in solving musical and pedagogical issues of vocal education are the harmonious development of musical and creative abilities of vocal students in the process of developing general vocal culture, comprehensive development of individual qualities of vocalists.The study of scientific works allowed us to determine the essence of the concept of “professional competence of the future teacher-musician”, which includes a system of theoretical and practical knowledge, skills and abilities, experience, pedagogical abilities, important personal and professional qualities to ensure the successful self-realization of the future teacher in music education. The prospects of scientific research on the introduction of innovative learning technologies into the educational process, the search for ways of creative self-realization of experts in the art industry with an emphasis on personal and professional development have been outlined.
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Gramatik, Nadezhda. "The professional training of a future biology teacher: basic theories of natural scientific discourse." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 76–82. http://dx.doi.org/10.33310/2518-7813-2019-66-3-76-82.
Full textAbstract:
The dynamic development of modern society dramatically changes the educational orientations and priorities. This is especially true of the higher education system, which must respond in a timely manner to the new challenges for the preparation of competitive future professionals. The renewal of the philosophy of school natural education, due to the need for its correlation with the current level of scientific knowledge, as well as with the realities of the modern world. In this connection, there is a problem of professional training of the future biology teacher of the new formation, oriented on innovative pedagogical activity. The recognition of the modern teacher as the subject of innovative changes defines new targets in his vocational training system. The problem of professional training of the future biology teacher does not lose its relevance. The new paradigm of science education necessitates constructive changes in the professional training of the future teachersubjectist. First of all, the process of becoming a future teacher should be professionally and pedagogically oriented. An important component of the professional development of a modern biology teacher is his personal qualities formed in the process of pedagogical training that determine the professional orientation of the future specialist. In this regard, the professional training of the future teacher of the natural sector should integrate in the content of higher education the idea of developing the creative potential of the student's personality, the recognition of students as subjects of the educational process. And the process itself, the formation of the professional competence of the future teacher, should be guided by modern natural science knowledge. The peculiarity of teaching biology in high and high school requires the modern teacher to have specific qualities, which in the conditions of the New Ukrainian School are of particular relevance. Among the most significant are the responsibility of the teacher for the results of his teaching activities. At present, the modern school is waiting for a teacher of a new formation, which is characterized by creative thinking, innovative pedagogical activity, the ability to self-reflection, which significantly expands its role functions. The development of new directions in the training of biology teachers objectively requires a rethinking of the content, forms and methods of pedagogical education, development of new approaches to teaching. In addition, the focus on European educational standards, necessitates the study of foreign teacher training experience in the context of innovation. Thus, the European vectors for the development of higher education in Ukraine necessitate changes in the methodological and psychological-pedagogical foundations of modern higher education of future biology teachers. It is the practice-oriented character of the pedagogical training of the future teacher that will provide the updating of the content of the system of vocational training of future teachers, which will significantly increase its competitiveness.
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Dоmina, Viktoriia, Ludmyla Tsybulko, and Svitlana Aleksandrova. "The Problems оf Formation оf Language Competence in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 15–23. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-15-23.
Full textAbstract:
The article is devoted to the problem of the formation of language competence, which is considered as an integrated property of a person possessing a complex of professionally meaningful for the teacher qualities. The concept of language competence of the teacher is determined. The questions of level of scientific-theoretical and practical training of employees of higher educational institutions and effective interaction with students in the process of pedagogical cooperation are revealed on the basis of introduction of European experience for achievement of high results. The proposed research substantiates the stages of professional development of the teacher, which is the basis for successful adaptation to the world educational and informational processes. Also, during the scientific work, the criteria for the teacher's professionalism were determined: profound professional knowledge and theoretical skills, a set of practical skills and abilities, skillfully applied in practice. The structural components of the teacher's language competence and the conditions aimed at increasing his language competence are highlighted.