Aspects of readiness of higher education teachers for continuing professional development

Authors

  • 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

Keywords:

Advanced training, Attitude to professional activity, Continuing education, Motive for choosing a profession, Professional self-improvement

Abstract

The article highlights the necessity to increase attention to the formation of the readiness of teachers of higher education institutions for continuing professional self-improvement. The readiness of teachers for professional self-improvement is considered a multifaceted personal-professional formation, structurally represented by the unity of functionally interconnected components: motivational-value, organizational-activity; emotional and volitional; information-cognitive, reflexive-evaluative. The criteria for diagnosing this phenomenon are differentiated: awareness of the necessity for purposeful continuing professional self-improvement; theoretical training, the level of professionally oriented knowledge, practical and operational training, the formation of practical skills and abilities of professional self-improvement. A set of individual psychological qualities important for continuing professional self-improvement and future professional activity in general; focus on self-analysis, self-assessment of professional improvement are analyzed. The levels of teachers’ readiness for continuing professional self-improvement are determined and characterized: critical, passive, basic, optimal, creative. We also defined several  aspects of analysis and self-analysis of professional activity, training through the organization of personality-oriented interactive activities, updating teachers’ professional experience, ensuring a selective attitude to problems, educational material, focusing on the formation and implementation of the program of personal and professional self-development.

Downloads

Download data is not yet available.

Author Biographies

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

References

Adamenko O. (2013). Methodology of forming the source base of historical and pedagogical research. Pedagogical discourse. Vol. 15. pp. 10-13.

Antonova O. (2014). Professional self-improvement of the future teacher through the development of his/her abilities and talents. New learning technologies: Scientific method, coll. / Institute of Innovative Technologies and Content of Education of the Ministry of Education and Science, Youth and Sports of Ukraine. pp.8-13

Artemova L., Kosenko Y. (2000.) Model of degree training of preschool education specialists in higher educational institutions. Psychological and pedagogical problems of teacher training in the conditions of social transformation: materials of intern. scientific-theoretical conf. to the 80th anniversary of the NPU Dragomanova. Kyiv. Vol. 1. pp. 84-86.

Avshenyuk N., Kostina L. (2014). Teacher professional development as a problem of comparative pedagogy. Comparative professional pedagogy. No.4 (2), рр.150-156.

Dvichuk D. (2006). Principles of management and choice of goals of the educational system in the context of the European dimension. Higher education in Ukraine. No.2,рр.20-26.

Dychkovska I. (2015). Innovative pedagogical technologies. Kyiv: Akademvydav, 302 p.

Fritsyuk V. A. (2017). Theoretical and methodical bases of preparation of future teachers for continuing professional self-development.Thesis.Vinnytsia. 532 p.

Gladkova V. (2007). Fundamentals of Acmeology.New World.320 p.

Gorodyska O. (2016). Formation of students' needs for professional self-improvement. Bulletin of the National Technical University of Ukraine "Kyiv Polytechnic Institute". Series: Philology. Pedagogy. Vol.. 8. pp. 65-69.

Hager Paul. (1998). Is there a cogent philosophical argument against competency standards? Philosophy of Education: Major Themes in the Analytic: Problems of Educational Content and Practices. Ed. by Hirst H.Paul and White Patricia. Florence, KY, US: Routledge. Vol. 4. рр. 399-415.

Ivakh S. (2014). Professional self-education and self-development of future preschool educators. Scientific notes of the department of pedagogy. Vol. 34. pp. 87-94.

Kuzhelny A. (2013). The problem of students' readiness for self-development in the field of vocational education. Bulletin of Chernihiv National Pedagogical University. Pedagogical sciences. Vol. 108.2. http://nbuv.gov.ua/UJRN/VchdpuP_2013_2_108_41

Loseva N. (2004). Self-improvement of the teacher. Donetsk: DonNU, 300 p.

Maslov V.I., Bodnar O.S., Gorash K.V. (2012). Scientific bases and technologies of competent management of a general educational institution: monograph. Ternopil: Krok, 320 p.

Maslow A. (1994). Self-actualization of personality and education / Translated. in English Kyiv: Donetsk, 52 p.

Mulder M. (2016). Competence-based Vocational and Professional Education. Springer. 142 р.

Oliynyk V., Otych O. (2015). Postgraduate pedagogical education in the context of global civilization changes. Higher education of Ukraine in the conditions of globalization of society: monograph. Kyiv, 300 p.

Omarova Yessen B. (2016). Toktarbayeva Darkhan Gabdyl-Samatovich Methods of forming professional competence of students as future teachers. International journal of environmental & science education. Vol. 11. No. 14. рр. 651–662.

Parry S. B. (1991). The quest for competencies: competency studies can help you make HR decisions, but the results are only as good as the study. New York. 48 p.

Pavlyukh V. (2015). Theoretical principles of teacher self-improvement as a factor of professional growth in terms of educational change. Pedagogical Bulletin. Vol.2-3. pp. 68-73.

Raven J. (1984). Competence in Modern Society: Its Identification, Development, and Release. Oxford: Oxford Psychologists Press. 63 p.

Rodgers K. R. & Freiberg, J. (2002). Freedom to learn. M.: Meaning. 168 р.

Semichenko V. (2001). Psychological aspects of professional training and postgraduate education of teachers. Postgraduate education in Ukraine. No.2. рp. 54-57.

Spencer L. M., Spencer S. M. (1993). Competence at work: models for superior performance. New York: John Wiley. pp. 13-26.

Sysoeva S. O. (2000). Technologization of educational activity in the conditions of continuing professional education. Continuing professional education: problems, searches, prospects: monograph; for order. I.A. Zyazyun. Kyiv: VIPOL. pp. 249-273.

Zyazyun I. A. (2000). Continuing education: conceptual principles and modern technologies. Creative personality in the system of continuing professional education: materials of international Science. conf. (May 16-17, 2000, Kharkiv); for order. S.O. Sysoeva and O.G. Romanovsky. Kharkiv: KhDPU, рр. 8-16.

Zyazyun L. I. (2006). Self-development of the individual in the educational system of France: a monograph. Kyiv; Nikolaev: Publishing house of Moscow State University named after Petro Mogyla, 388 p.

Downloads

Published

2022-03-24

How to Cite

Potapchuk, T., Prima, D., Yana, L. ., Serhii, Z., Roslavets, R., & Prima, R. (2022). Aspects of readiness of higher education teachers for continuing professional development. Revista Tempos E Espaços Em Educação, 15(34), e17204. https://doi.org/10.20952/revtee.v15i34.17204

Issue

Vol. 15 No. 34 (2022): Publicação Contínua

Section

Artigos

License

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.