Relevant bibliographies by topics / Self-appraisal of professional readiness

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Self-appraisal of professional readiness'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Self-appraisal of professional readiness"

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СТОЛЯРЧУК, Олеся Анатоліївна. "ДИНАМІКА ПРОФЕСІЙНОЇ САМООЦІНКИ МАЙБУТНІХ ФАХІВЦІВ". Психологія і особистість 2, № 12 (2017): 293–302. https://doi.org/10.5281/zenodo.853474.

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The article is devoted to the research of self-appraisal of future specialists in the conditions of professional studies. It is found out, that during professional studies a professional self-appraisal becomes a significant partial manifestation in the general process of self-evaluation young people. Selected and investigated the dynamics of self-appraisal components of specialist such, as a self-appraisal of professional knowledge, self-appraisal of professional abilities and skills, self-appraisal of professional reasons and persuasions, self-appraisal professionally meaningful personality q
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�����, Marina Kunash, �������, and V. Mironov. "METHOD OF PROFESSIONAL SELF-DEVELOPMENT OF THE TEACHER." Standards and Monitoring in Education 1, no. 6 (2013): 57–59. http://dx.doi.org/10.12737/1996.

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In the article the problem of readiness of teacher from student�s cognitive competence development is considered. The authors substantiates the term of form cognitive competence. The special attention is given to the analysis of characteristic an educational space. Attention is focused on the problem of forming of teacher�s personality in the conditions of continuous education, from student�s cognitive competence development is considered. In the perspective of learning there is an increasing need for customized education and training. In a preceding case study, a process-focused demand-driven
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Erina, Tatyana A., and Natalya N. Motkina. "Self-design in development of future specialist’s readiness for professional growth." Psychological-Pedagogical Journal GAUDEAMUS, no. 1 (2023): 103–9. http://dx.doi.org/10.20310/1810-231x-2023-22-1-103-109.

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The exclusive role of self-design enables life and professional planning in adolescence. The basis of the qualitative preparation of a future specialist for professional activity is a set of special tools and methods integrated into the system of formation of a person’s readiness to carry out professional development processes. Self-designing is a kind of self-education and self-realization program that has goals and contains a description of the means to achieve them. This allows to actively and consciously build a professional perspective career. The process of self-designing in relation to
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Habelko, Olena. "FORMATION OF READINESS OF FUTURE PHILOLOGISTS TO PROFESSIONAL SELF-REALIZATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 2(70) (2018): 19–22. http://dx.doi.org/10.25264/2519-2558-2018-2(70)-19-22.

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E.V., Golubevа. "PROFESSIONAL READINESS OF STUDENTS FOCUSED ON SELF-DEVELOPMENT." “Educational bulletin “Consciousness” 24, no. 7 (2022): 4–11. http://dx.doi.org/10.26787/nydha-2686-6846-2022-24-7-4-11.

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Abstract. The article is devoted to the problem of professional readiness of students focused and not focused on self-development. The theoretical analysis of the problem showed that professional activity is one of the main areas of self-development and begins to come to the fore from the moment, when a person chooses a future profession and when a person's professional readiness begins to form. Therefore, the study of professional readiness of self-development-focused students seems to be relevant. An empirical study was conducted with the participation of 57 technical students and using the
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Shymanskyi, Andrii. "PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY OF FUTURE HEALTHCARE PROFESSIONALS: EMOTIONAL, COGNITIVE AND SOCIAL DIMENSIONS." Personality and environmental issues 3, no. 3 (2024): 82–87. https://doi.org/10.31652/2786-6033-2024-3(3)-82-87.

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Psychological readiness for professional activity is a multidimensional category that integrates emotional, cognitive, and social aspects. It determines a healthcare professional's ability to function effectively under stress, quickly adapt to changing circumstances, and provide quality medical care, which is extremely important in today's conditions of full-scale war. The article aims to analyse the psychological readiness of future healthcare professionals for professional activity through emotional, cognitive, and social dimensions and identify the key factors that contribute to its formati
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Ageykina-Starchenko, Tetiana, and Natalia Chorna. "IMPLEMENTATION OF PEDAGOGICAL CONDITIONS OF FORMATION OF READYNESS FOR PROFESSIONAL SELF-DEVELOPMENT OF FUTURE TEACHERS OF MUSICAL ART." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 51–58. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232757.

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The article highlights the problem of implementation of pedagogical conditions for the formation of readiness for professional self-development of future music teachers.It defines readiness for professional self-development of future music teachers as a professionally important quality of a studentʼs personality.The article establishes pedagogical conditions that ensure the efficient process of formation of readiness for professional self-development of the future music teachers. They are strengthening of motivational foundation of professional self-development of students based on acmeologica
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Poseletska, Kateryna, Olena Ihnatova, Olena Kochenko, and Yana Hapchuk. "PEDAGOGICAL PROMOTION OF PROFESSIONAL SELF-REALIZATION OF FUTURE TEACHERS OF PH ILOLOGICAL SPECIALITIES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 236. http://dx.doi.org/10.17770/sie2020vol2.4826.

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In the world of rapid change, the concept of professional self-realization is becoming an essential development factor for professionals. Modern teachers of philological specialties should be not only masters in their field who have indispensable professional and methodological competencies but also be ready to provide all necessary services for the current generation, which agrees with the framework of the “New Ukrainian School”. To correspond to the above-mentioned standards, a philology teacher must strive for self-development and self-improvement. The readiness of future teachers for profe
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Hutyrya, M., and M. Kononova. "THE PECULIARITIES OF PROFESSIONAL SELF-ACTUALIZATION OF STUDENTS-PSYCHOLOGISTS WHO EXPERIENCING THE CRISIS OF PROFESSIONAL READINESS." Psychology and Personality, no. 2 (September 14, 2021): 82–92. http://dx.doi.org/10.33989/2226-4078.2021.2.239959.

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The article is devoted to the problem of features of professional self-actualization of students-psychologists living in crisis of professional readiness. The definition of the term self-actualization and professional self-actualization among the works of domestic, Russian and foreign scientists is considered. In particular, professional self-actualization is defined as a complex multilevel phenomenon, a process of directed activity aimed at progress in one's own professional development, which is conditioned by the disclosure of one's own professional potential. Three approaches to the study
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Aron, I. S. "Readiness to Professional Self-Determination of Orphaned Adolescents in the Context of their Social Situation of Development." Psychological-Educational Studies 10, no. 1 (2018): 8–19. http://dx.doi.org/10.17759/psyedu.2018100102.

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Discusses personal and socially significant problem of professional self-determination in the context of the social situation of development self-defining personality. Structural components of the social situation of development of professional self-defining of personality: objective (social context) and subjective (psychological readiness to professional self-determination). Emphasized the importance of psychological readiness (cognitive, activity, motivational and personal) for successful professional self-determination and its particular relevance for adolescents with sharpened social situa
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Dissertations / Theses on the topic "Self-appraisal of professional readiness"

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Smalskas, Tamy L. "A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407840/.

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Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English pr
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Taranto, D. "Teacher Perspectives on SRL Implementation and Reading Comprehension." Master's thesis, Australian Catholic University, 2023. https://acuresearchbank.acu.edu.au/download/35b94768e6f22e761fcc258034211277015264e47672cdde22351ea3e7e57bb9/1667699/Taranto_2023_Teacher_perspectives_on_SRL_implementation_and_.pdf.

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Self-Regulated Learning (SRL) is widely recognised as an indispensable aspect of academic success and lifelong learning (Taranto & Buchanan, 2020). This has led to a notable upsurge in implementing SRL principles into formal education as early as primary school (Alvi & Gillies, 2020; Perry et al., 2018). Specifically, in literacy education, researchers have emphasised the close relationship between SRL processes and reading comprehension (Cirino et al., 2017; Kuzmina & Glazunova, 2021; Schaffner et al., 2021). However, the effective implementation of SRL in primary school classroom settings is
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Edwards, Samantha Jade. "The perceived ‘classroom readiness’ and support of Western Australian primary graduate teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2314.

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Graduate teachers are expected to be ‘classroom ready’ upon graduation, yet research suggests they are not. The difficulties faced by graduate teachers in their first years of teaching often result in low self-efficacy and attrition, which in turn can affect the achievement of their students. Since its establishment in 2010, the Australian Institute for Teaching and School Leadership (AITSL) have implemented a competency framework for both teachers and Initial Teacher Education (ITE) providers, aimed at improving not only all teacher quality in Australia, but the quality of ITE, graduating tea
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Hadfield, Norma. "A learning conversation approach for teacher appraisal and professional development : an investigation of the ways in which specific forms of appraisal of teaching performance evoke different levels of learning conversations, and how far this affects teachers' perceptions of their own performance." Thesis, Brunel University, 1997. http://bura.brunel.ac.uk/handle/2438/5285.

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Within the parameters of the development, since the 1970s, of the National Teacher Appraisal Scheme, and the current changes in Education, a research programme of observation, video-recording and analysis of teaching performance is described and evaluated. The aim was to ascertain, by means of specific techniques, the value and benefits to teachers in developing their personal and professional levels of experience on the path to becoming self-organised learners. The potential of two specific methods of appraising teachers' classroom performance to generate developmental Learning Conversations
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Rowe, Barry W. "A case study of the influence of teacher efficacy and readiness for self-directed learning on the implementation of a growth-oriented teacher performance appraisal process in one school district." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29157.

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In recent years, traditional approaches to teacher supervision have been criticized as giving little impetus for teacher professional growth by scholars sharing a neo-progressive perspective (Beerens, 2000; Johnson, 1993; Tracy & MacNaughton, 1989). Current thinking indicates that teacher evaluation through a process of teacher performance appraisal for professional growth will yield better results. (Duke, 1990, 1993). There is evidence to suggest that the goals of teacher performance appraisal processes are dependent on teacher efficacy (TE). TE has been linked to the goals of instructional e
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Alharbi, Fahad. "The Dynamics of the L2 Motivational Self System among Saudi Study Abroad Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6672.

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Adult second language acquisition takes time over an extended period of time during which the L2 motivation of learners goes through periods of ups and downs. Dörnyei, MacIntyre and Henry (2015) recognized the inherently dynamic nature of L2 motivation and called for adopting the Complex Dynamic System Theory (CDST) when studying this phenomenon. While using a CDST perspective, this mixed method study drew on Dörnyei’s (2009b) model of the Motivational Self System to examine the L2 motivation of 86 Saudi study-abroad students. Also, the construct of the Anti-ought to Self (Thompson, 2015) and
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Lee, Ming-hua, and 李明樺. "A study on the relationship of the self-directed learning readiness and the professional growth of elementary school teachers in Nantou County." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/93060792806081648821.

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碩士<br>國立中正大學<br>教學專業發展數位學習碩士在職專班<br>98<br>The purpose of the study is to discuss the relationship between the self-directed learning readiness and the professional growth of elementary school teachers in Nantou County. The study aims to include understanding the present state in the self-directed learning readiness and professional growth situation of elementary school teachers, exploring the differences in the self-directed learning readiness and the professional growth of elementary school teachers from different backgrounds, discussing the relationship between the self-directed learning rea
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Su, Pei-Chen, and 蘇姵真. "A study on the relationship of the self-directed learning readiness and the teachers'' professional growth to nursing teachers in Senior High Schoo." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/16046583025831023897.

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碩士<br>國立中正大學<br>成人及繼續教育研究所<br>92<br>The purpose of the study is to understand High School Nursing Teachers of the self-directed learning readiness and the teachers'' professional growth and to analyze both of them. According to the study conclusions, we offer the suggestions for the education authorities concerned, school units, nursing teachers and prospective researches. To achieve above purposes, the program is to adopt the literature analysis and empirical study. To build the theoretic basis, we must analyze the situations of high school nursing teachers, and the theoretical and
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He, Shu-Fen, and 何淑芬. "A Study on the Relationship between Teachers’ Self-Directed Learning Readiness and Teachers’ Professional Developmentfor the Elementary School Teachers in Longtan Township Taoyuan County." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/93728721980055576355.

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碩士<br>健行科技大學<br>經營管理研究所<br>101<br>This study focuses on two characteristics, the self-directed learning readiness and professional developing tendencies, for the elementary school teachers who are teaching in Longtan Township, Taoyuan County . We are trying to understand the current situation of these two characteristics; the difference and relationship between the two background variables. To achieve this purpose, we generated the questionnaires, “the self-directed learning readiness and professional development for elementary school teachers”, which was reviewed by advisers before issuing. W
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Gallie, Muavia. "The implementation of developmental appraisal systems in a low-functioning South African school." Thesis, 2007. http://hdl.handle.net/2263/25650.

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Research on policy implementation suggests that many education reforms designed to improve the quality of education in general have been more rhetorical than substantive in their impact on the organisation of schools and classrooms. Schools and classrooms do change, but the extent and directions of change are not always consistent with the intention of policy initiatives. This same argument applies to the South African education policy process, where a substantial body of literature has documented the gaps between the intention of policy makers (intended policy) and their implementation (imple
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Books on the topic "Self-appraisal of professional readiness"

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Cumbria (England). Education Committee. The appraisal and professional development of teaching staff: The development and self-evaluation of schools and colleges. Cumbria Education Committee, 1985.

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Cumbria (England). Education Committee. Working Party on Schools Self-Evaluation and Staff Appraisal and Development. Appraisal and professional development of teaching staff, the development and self-evaluation of schools and collegses: Final report. Cumbria Education Department, 1985.

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Middlemiss, Mary Ann. RELATIONSHIP OF SELF-DIRECTED LEARNING READINESS AND JOB CHARACTERISTICS TO JOB SATISFACTION FOR PROFESSIONAL NURSES. 1987.

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Belova, Elena N. Formation and development of the network self-learning organization of additional professional education. Krasnoyarsk State Pedagogical University named after V.P. Astafieva, 2019. http://dx.doi.org/10.12731/er0487.16112021.

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The thesis presents the solution of an actual socially significant pedagogical problem on the basis of the implementation of a theoretical-methodological, conceptual substantiation, methodological and technological support of the formation and development of the network self-learning organization of additional professional education. The leading scientific idea is that the formation and development of a network self-learning organization is carried out on the basis of the continuous development of the readiness and ability of its employees to improve the performance of their professional activ
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Moneyham, Linda Langley. EFFECTS OF SELF-ESTEEM, THREAT APPRAISAL, AND COPING RESPONSES ON THE SOMATIC COMPONENTS OF ILLNESS: A TEST OF A PROPOSED CAUSAL MODEL WITH PROFESSIONAL WOMEN (WOMEN). 1991.

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Tyutkova, Irina, Ismail Baykhanov, and Yulia Laamarti, eds. INTERNATIONAL BEST PRACTISES OF PEDAGOGICAL ACTIVITY: EXPERIENCE, RISKS, PROSPECTS. EurAsian Scientific Editions, 2022. http://dx.doi.org/10.56948/ugdg6356.

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The modernisation of contemporary Russian higher pedagogical education places special demands on training of a competent specialist having outspoken professional position, well-formed readiness to adapt to the labour market, capable of self-development and educating learners in the conditions of rapidly changing reality. The formation of such personality is possible in the educational space of a university, being characterised by the unity of learners’ classroom and extracurricular activities, coordinated interaction of all participants of pedagogical process aimed at solving the common goal a
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DiMatteo, M. Robin, Leslie R. Martin, and Kelly B. Haskard-Zolnierek. Health Behavior Change and Treatment Adherence. 2nd ed. Oxford University PressNew York, 2025. https://doi.org/10.1093/oso/9780197778586.001.0001.

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Abstract Health Behavior Change and Treatment Adherence: Evidence-Based Guidelines for Improving Healthcare (expanded second edition) offers powerful and practical guidance for health behavior change. Each year, in over a billion U.S. medical visits, health professionals work to prevent and treat disease. Close to half of their recommendations are not followed, however, and many people struggle with treatment adherence. This book provides the latest theory-driven and evidence-based solutions to these challenges within a social-ecological framework. Highlights of this second edition include com
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Book chapters on the topic "Self-appraisal of professional readiness"

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Khrebina, Svetlana V., Maksim V. Khrebin, Margarita L. Shapovalova, Ekaterina A. Terentyeva, and Roman N. Yundin. "Psychological Correlations of the Development of Student’s Readiness for Self-realization in the Process of Professional Training." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90835-9_124.

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Al-Thani, Noora J., and Zubair Ahmad. "Transforming Undergraduate Research Experiences Through RCT." In SpringerBriefs in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87544-1_5.

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Abstract Chapter 5, titled “RCT in Undergraduate Research Experience Environment,” examines the evolution and impact of undergraduate research experiences (UREs) in fostering research-driven cognitive behaviors. Once primarily the domain of graduate studies, research experiences are increasingly incorporated into undergraduate education, providing students with valuable opportunities to enhance critical thinking, problem-solving, and employability skills. The chapter explores the contribution of UREs, including course-based undergraduate research experiences (CUREs), to the development of esse
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Widiartini, Catharina, and Fajar Wahyu Pribadi. "Correlation Between Self-Directed Learning Readiness and Structured Oral Case Analysis Test Scores." In Character Building and Competence Development in Medical and Health Professions Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4573-3_6.

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Maryam, Siti, Atik Maftuhah, Siti Munawaroh, and Dian Nugroho. "Medical Student Organization Activities and Self-directed Learning Readiness (SDLR): A Cross Sectional Study." In Character Building and Competence Development in Medical and Health Professions Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-4573-3_17.

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Gorbunova, Evgeniia Evgeniia evgenevna gorbunova. "Professional'no-tvorcheskaia samorealizatsiia kak tsennostno-tselevoi orientir professional'noi podgotovki spetsialistov sfery kul'tury." In Pedagogy and Psychology of Modern Education. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103923.

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Chapter of the monograph reflects the problems of training specialists of a new creative type, who are distinguished by a high level of professionalism, who are ready for professional and creative self-realization, who have a need for constant professional and personal development and growth. Professional and creative self-realization was not previously considered as a value-target reference point for the professional training of specialists in the field of culture, which makes our study relevant, given the current priorities of higher education. The model of the process of training specialist
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Chen, H. Carrie, Roberta I. Ladenheim, Daniel J. Schumacher, Fremen Chihchen Chou, and Olle ten Cate. "Graded autonomy and grounded self-determination in health professions education." In Entrustable Professional Activities and Entrustment Decision-Making in Health Professions Education. Ubiquity Press, 2024. http://dx.doi.org/10.5334/bdc.c.

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A key goal in health professions education is to support trainee development toward readiness for unsupervised clinical practice. Curricula can use entrustable professional activities (EPAs) and entrustment decision-making to structure and optimize this development. Trainees begin at the periphery of the health care community and gradually learn to think, feel, and act as a professional as they increasingly engage with the work of the community, step by step and EPA by EPA. Learning in the classroom and in the clinical workplace should be approached as integrated rather than separate phases. C
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Smorodska, Maryna, Vitalii Smorodskyi, and Oksana Tsuranova. "ФОРМУВAННЯ ГОТОВНОСТI СТУДЕНТIВ ПЕДAГОГIЧНИХ ЗВО ДО IНСТРУМЕНТAЛЬНО-ВИКОНAВСЬКОЇ ДIЯЛЬНОСТI." In CROSS-CULTURAL STUDIES IN HIGHER SCHOOL PEDAGOGY. OKTAN PRINT, 2024. http://dx.doi.org/10.46489/ccsihsp-23-28.

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The article examines the problem of forming the readiness of students of pedagogical higher education institutions for instrumental and performing activities, which is relevant for modern music and pedagogical science. The author notes that this problem is particularly important for the theory and practice of learning to play an instrument, since playing in front of an audience takes place not only in a tense emotional environment, but also in a mode of constant activity, which causes the danger of unjustified losses of the artistic and figurative content of works. In order to avoid scientific
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Nau, S. Zaung, Melina Doargajudhur, and Sanju Naraidoo. "Evaluating the Effectiveness and Impact of Authentic Assessment on Improving Students' Employability." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1001-4.ch004.

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This book chapter explores the design and implementation of authentic assessments to enhance students' employability skills. It includes a literature review and case study, highlighting the positive outcomes of integrating authentic assessments into academic frameworks. It emphasizes the importance of self-assessment and reflection in improving employability skills, and insights into the theoretical underpinnings and practical implications. This dual strategy enables students to gauge their progress in meeting project deliverables and also encourages self-reflection on individual professional
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Glaser-Segura, Daniel A., Suzanne D. Mudge, Constantin Bratianu, and Ivona Orzea. "Convergence at What Cost?" In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch072.

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The Bologna Process instituted measures promoting common curriculum throughout Europe with three-year standards established for Bachelor programs in economics, humanistic and positive sciences, and four-year standards for engineering sciences. Dramatic reductions were made to programs resulting in students moving into the workforce at a faster pace and with fewer academic credits. Questions existed as to whether three-year programs were sufficient for professional identity development. Professional identity, a system of attributes and values one has about self in relation to professional role,
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Biba, A. G., та M. S. Kapitanova. "PROFESSIONAL PRIMARY SCHOOL TEACHERS’ TRAINING FOR THE IMPLEMENTATION OF A SYSTEM-ACTIVITY APPROACH TO LEARNING IN INCLUSIVE EDUCATION". У ФИЛОСОФСКИЕ, СОЦИОЛОГИЧЕСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ. ФГБОУ ВО «АлтГПУ», 2023. http://dx.doi.org/10.37386/2687-0576-2023-5-173-176.

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The article is devoted to the problem of preparing primary school teachers for the development of universal educational skills in accordance with the requirements of the educational standard in classes with pupils with developmental disabilities. Based on the analysis of theoretical provisions on professional pedagogical education and the data of the author’s empirical research of the implementation of the system-activity approach in inclusive education classes, the degree of readiness of primary school teachers for the development of educational self-activity of children with different educat
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Conference papers on the topic "Self-appraisal of professional readiness"

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Kudarinova, Asel S., and Akbota N. Autaeva. "Professional and personal readiness of future teachers to implement inclusive education." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-347-354.

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This publication provides a detailed analysis of theoretical studies of professional and personal readiness of future teachers to implement inclusive education. Professional and personal readiness is understood as an integrative dynamic new formation of the future teacher, which ensures the development of the image of the Self and a professionally significant attitude to it, manifested in the pedagogical motivation to achieve success in professional positions in the implementation of inclusive education.
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Zaytsev, Igor S. "Topical issues of functional literacy of persons with special psychophysical development in the social and personal sphere of life." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-28-36.

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The article is devoted to the problem of the formation of functional literacy in children with special psychophysical development. From this point of view, such an important area as the readiness for professional self-determination is considered. The positions of readiness for professional activity, as significant components of the social and personal sphere of life, are presented, guidelines for correctional and educational work on the formation of readiness for professional selfdetermination in conditions of psychophysical disorders are outlined.
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Proturenko, Inna Aleksandrovna, and Marina Leonidovna Sher. "Qualimetry of professional self-determination of students in the context of basic general education." In International Scientific and Practical Conference. Publishing house Sreda, 2025. https://doi.org/10.31483/r-126285.

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The article addresses the issue of qualimetric analysis of professional self-determination among students within the context of basic general education. Based on theoretical and empirical research methods conducted at MBOU Secondary School No. 4 in Poltavskaya village, Krasnoarmeysky District, Krasnodar Krai, the study presents the results of diagnostics assessing the readiness of 9th-grade students for professional self-determination. The activities of the educational institution related to vocational guidance are analyzed, factors influencing the process of professional self-determination ar
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Emelyanenkova, Anna Valerevena. "Diagnostics of Perceptive and Emotional Components of Psychological Readiness for Self-Regulation in Professional Activity." In Personal and Regulatory Resources in Achieving Educational and Professional Goals in the Digital Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.04.16.

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Emelyanenkova, A. V., and S. B. Gnedova. "Diagnostics of perceptive and emotional components of psychological readiness for selfregulation of professional activity." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.476.486.

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Psychological readiness is a complex phenomenon that includes a variety of motivational and regulatory components, a system of cognitive patterns of future activities and working conditions, predictive assessments, as well as managing your own emotional reactions. In the professional field of «Man-Technique», the subject of labor, managing a complex technical system, must have a high level of stress tolerance and self-regulation, which gives particular importance to the problem of professional diagnosis and selection. Subjective criteria can catch the «subtle» emotional experiences, the nuance
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Khatri, Puja, and Khushboo Raina. "Towards Learning for Employment: A Study of Effect of Different Variables on Employment Readiness of Students Enrolled in Professional Programmes Delhi-NCR, India." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2613.

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Abstract Indian Higher Education system has got 70 million students enrolled in different technical and professional courses, which is highest in world. Being the fastest growing economy, India has got global attention also. Despite such strong foundation, the nation lacks a skilled workforce. The expectations of the industry don’t match with what they receive as a workforce. There has been a continuous effort in instilling technical, communication, spiritual, leadership skills along with building a high quotient of ethics and professionalism in the students. The problem lies somewhere else, w
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McKay, Marianne, Antoinette Smith-Tolken, and Anne Alessandri. "Layering Learning for Work-Readiness in a Science Programme." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7942.

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In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final yea
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Forostovska, Tetiana, and Oksana Lypchanko-Kovachyk. "Use of ICT as a Significant Factor for Formation of Readiness for Realization of Professional Self-Determination of Future Teachers." In International Conference on Economics, Law and Education Research (ELER 2021). Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210320.047.

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Амирханян, И. М. "To the Question of Development of Pedagogical Readiness for use Information and Communication Technologies in the Educational Process." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.93.83.021.

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в нашем исследовании рассматривается готовность педагогов к решению актуальных профессиональных задач и ее отличие от педагогического мастерства и профессиональной компетентности с позиций педагогики индивидуальности. Акцент делается на субъективной составляющей этого феномена, которая проявляется в первую очередь в мотивационной сфере, а также в эмоциональной, волевой сферах и в сфере саморегуляции педагога. Предлагаемый подход позволит выделить и описать уровни готовности педагогов применительно к решению задач, связанных с использованием ИКТ в образовательном процессе, наметить эффективные
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Bulgakova, Oksana, Inna Savytska, Lesya Zbaravska, Ilmars Dukulis, and Adolfs Rucins. "Formation of self-educational competence of future engineers as contemporary pedagogical problem." In 23rd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering and Information Technologies, 2024. http://dx.doi.org/10.22616/erdev.2024.23.tf043.

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A new type of agricultural and technical sphere puts forward new requirements for the graduates of higher educational institutions. The main requirements for the graduates, among which systematically organized, intellectual, communicative, reflective, self-organizing specialists, allowing successful organization in social and cultural contexts, receive increasing priority. The proposed study presents a theoretical generalization and practical solution to a pressing problem, which consists in substantiation and experimental testing of a model for the formation of self-educational competence of
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Reports on the topic "Self-appraisal of professional readiness"

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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s
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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologi
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Maklakova, Irina, Elena Gagarina, Larisa Bogoslovskaya, and Vladimir Pestryaev. Electronic training course "Normal Physiology". Федеральное государственное бюджетное образовательное учреждение высшего образования "Уральский государственный медицинский университет" Министерства здравоохранения Российской Федерации, 2024. https://doi.org/10.12731/er0862.12122024.

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Electronic training course ‘Normal physiology’ is compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education specialty 31.05.01 - Medicine (specialist level), approved by the order of the Ministry of Education and Science of the Russian Federation from 12 August 2020 № 988 and taking into account the requirements of the professional standard 02.009 ‘Physician-Therapist (Physician-therapist, district)’, approved by the order of the Ministry of Labour and Social Protection of the Russian Federation from 21 March 2017 № 293n. The purpose of the cour
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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken in
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