Aspectos de leituras de professores de ensino superior para o desenvolvimento profissional contínuo

Autores

  • Tetiana Potapchuk Department of Theory and Methods of Preschool and Special Education, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
  • Dmutro Prima Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.
  • Levchuk Yana Department of Fashion and Show Business, Faculty of Event Management and Show Business Kyiv National University of Culture and Arts, Kyiv, Ukraine
  • Zahorodnii Serhii Vice-Rector for Scientific and Pedagogical Work and International Affairs, Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynsky, Vinnytsia, Ukraine
  • Ruslana Roslavets Department of Theory and Methods of Postgraduate Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.
  • Raisa Prima Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

DOI:

https://doi.org/10.20952/revtee.v15i34.17204

Palavras-chave:

Atitude perante a atividade profissional, Autoaperfeiçoamento profissional, Formação avançada, Formação continuada, Motivo para escolha de uma profissão

Resumo

O artigo destaca a necessidade de se aumentar a atenção à formação da prontidão dos docentes das instituições de ensino superior para o autodesenvolvimento profissional contínuo. A prontidão do professor para o autoaperfeiçoamento profissional é considerada uma formação pessoal-profissional multifacetada, representada estruturalmente pela unidade de componentes funcionalmente interligados: valor-motivacional, atividade-organizacional; emocional e volitivo; informação-cognitiva, reflexiva-avaliativa. Os critérios para o diagnóstico desse fenômeno são diferenciados: consciência da necessidade de um aprimoramento profissional contínuo e proposital; a formação teórica, o nível de conhecimentos orientados para o profissional, a formação prática e operacional, a formação de competências práticas e capacidades de autoaperfeiçoamento profissional. Um conjunto de qualidades psicológicas individuais importantes para o autodesenvolvimento profissional contínuo e a futura atividade profissional em geral; foco na autoanálise, a autoavaliação da melhoria profissional é analisada. Os níveis de prontidão dos professores para o autoaperfeiçoamento profissional contínuo são determinados e caracterizados: crítico, passivo, básico, ótimo, criativo. Definimos também diversos aspectos de análise e autoanálise da atividade profissional, formação através da organização de atividades interativas orientadas para a personalidade, atualização da experiência profissional dos professores, garantia de uma atitude seletiva perante os problemas, material didático, com enfoque na formação e implementação do programa de autodesenvolvimento pessoal e profissional.

 

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Biografia do Autor

Tetiana Potapchuk, Department of Theory and Methods of Preschool and Special Education, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine

ORCID: https://orcid.org/0000-0003-1680-6976

Dmutro Prima, Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

ORCID: https://orcid.org/0000-0002-2102-9932 

Levchuk Yana, Department of Fashion and Show Business, Faculty of Event Management and Show Business Kyiv National University of Culture and Arts, Kyiv, Ukraine

ORCID: https://orcid.org/0000-0002-4608-6626

Zahorodnii Serhii, Vice-Rector for Scientific and Pedagogical Work and International Affairs, Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynsky, Vinnytsia, Ukraine

ORCID: http://orcid.org/0000-0003-0922-1259

Ruslana Roslavets, Department of Theory and Methods of Postgraduate Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

ORCID: https://orcid.org/0000-0003-4564-4208

Raisa Prima, Department of Theory and Teaching Methodology of Primary Education, Volinsky National University of the Lesya Ukrainka, Lutsk, Ukraine.

ORCID: http://orcid.org/0000-0002-3278-1900

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Publicado

2022-03-24

Como Citar

Potapchuk, T., Prima, D., Yana, L. ., Serhii, Z., Roslavets, R., & Prima, R. (2022). Aspectos de leituras de professores de ensino superior para o desenvolvimento profissional contínuo. Revista Tempos E Espaços Em Educação, 15(34), e17204. https://doi.org/10.20952/revtee.v15i34.17204

Edição

v. 15 n. 34 (2022): Publicação Contínua

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Artigos

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À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.