PERSONAL AND PROFESSIONAL DEVELOPMENT OF FUTURE EDUCATORS IN THE PROCESS OF EDUCATIONAL PRACTICES
Keywords:educational institutions, educational practice, personal and professional development, portfolio of personal and professional growth, reflective component, search and research component, 21st century skills, value and personal component
AbstractThe article highlights the features of content and technology support of personal and professional development of future teachers in the process of educational practices. Abovementioned ideas are presented here in an anthropological dimension. Personal and professional development of students is shown as a process aimed at modelling the personal and professional qualities of future teachers, ability and willingness for development and self-development. Specifics that have been named are for producing new ideas and practices based on acquired knowledges for creation own trajectory of professional development. The value-personal, search and research, reflective components and the 21st century skills are defined as important components of personal and professional development of students. The exploration describes empirical results of research on the formation of abovementioned components in students of specialties «Preschool education» and «Primary education» before their practices. It has been found that future teachers strive for personal and professional development however they don’t have enough skills to plan their actions of self-development.
According to the empirical results of this study the scientific and pedagogical staff of Department of Pedagogy and Psychology of Pedagogical institute of Borys Grinchenko Kyiv University developed programs and recommendations for the organization of educational practices. The article describes the content, forms, methods of development of components of personal and professional development of students in the course of educational practices conducted in the preschool and primary school institutions in Kyiv. The essence of such interactive forms as: a roadmap, reflection, a blog, an individual portfolio of personal and professional growth is revealed. The proposed forms of work contribute to the students’ willingness to evaluate the results of their professional activity, to form the ability to work as a team and alone, to be openminded to the opinions of others in educational space, to find new ways of solving pedagogical goals, etc. The empirical results of the study show the positive dynamics of students’ development in value-personal, search and research, reflective components and 21st century skills in the course of proposed forms of work. This testifies to the effectiveness of the created content and technology support for the development of components of personal and professional development of students in the process of educational practices.
Venhlovska, O. A., Kuzemko, L. V., Novyk, I. M. (2019). Vykorystannia Internet-resursiv v osobystisno-profesiinomu rozvytku maibutnikh pedahohiv [Use of Internet resources in the personal and professional development of future teachers]. Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii, 4 (88), 3–17. 10.24139/2312-5993/2019.04/003-017.
Venhlovska, O. A., Kuzemko, L. V., Novyk, I. M. (2017). Osobystisno-profesiinyi rozvytok studentiv pedahohichnykh spetsialnostei u tsentrakh kompetentnostei [Personal professional development students of pedagogical specialties in the centers of competence]. Molodyi vchenyi, 11 (51), 281–284.
Zabolotska, S. (2018). Psykholohichnyi suprovid osobystisno-profesiinoho rozvytku studentiv pedahohichnoho universytetu [Psychological support of the personal and professional development of the students of the Pedagogical University]. Aktualni pytannia humanitarnykh nauk, 18, 95–101.
Ivaniuk, H. I. (2018). Aksiolohichnyi kontsept novoi osvitnoi stratehii pidhotovky pedahohiv [The axiological concept of a new educational strategy for teacher training]. Osvitolohichnyi dyskurs, 3 –4, 68–82. https://doi. org/10.28925/2312-5829.2018.3-4.0867.
Ohneviuk, V. O. (2012). Bahatomirna liudyna. Epokha transformatsii. Osvita [Multidimensional man. The era of transformations. Education]. Rozvytok osobystosti v umovakh transformatsiinoho suspilstva: materiali Mizhnarodnoyi naukovo-praktichnoyi konferenciyi, 13 grudnya 2012 r. Boris Grinchenkо Kyiv University, 7–17.
Akimova, O. V., Haluziak, V. M. (2014). Osobystisno-profesiinyi rozvytok maibutnoho vchytelia: monografiya [Personal and professional development of the future teacher: monograph]. Nilan-LTD.
Kovalchuk, V. A. (2011). Profesiinyi samorozvytok maibutnoho fakhivtsia: monohrafiia [Professional self-development of the future specialist: monograph]. ZhDU im. I. Franka.
Profesiinyi standart «Vchytelia pochatkovykh klasiv zakladu zahalnoi serednoi osvity» [Professional standard «Elementary school teachers of elementary schools»]. (2018). https://zakon.rada.gov.ua/rada/show/v1143732-18.
Rekomendatsii 2006/962/IeS Yevropeiskoho parlamentu ta Rady (IeS) «Pro osnovni kompetentsii dlia navchannia protiahom usoho zhyttia» [Recommendation 2006/962/EC of the European Parliament and of the Council (EU) «Оn Key competences for lifelong learning»]. https://zakon.rada.gov.ua/laws/show/994_975.
Sysoieva, S., Batechko, N. (2011). Vyshcha osvita Ukrainy: realii suchasnoho rozvytku [Higher education in Ukraine: the realities of modern development]. EKMO.
Beckers, J., Dolmans, D., van Merriönboer, J. (2016). e-PortfoIios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology, 32 (2). 32–46. https:// doi.org/10.14742/ajet.2528.
Common European Principles for Teacher Competences and Qualifications. European Commission (2004). https:// eprints.oa.edu.ua/627/1/vyznachennja.pdf.
Hagiwara, M., Shogren, K. A., Lane, K. L., Raley, S. K., Smith, S. A. (2020). Development of the self-determined learning model of instruction coaching model: Implications for research and practice. Education and Training in Autism and Developmental Disabilities, 55 (1), 17–27.
Khoruzha, L., Bratko, M., Kotenko, O., Melnychenko, O., Proshkin, V. (2019). The Study of the Higher School Lecturer’s Competence in Ukraine: Diagnostics and Analytics. The New Education Review, 55 (1), 233–245. 10.15804/tner.2019.55.1.19.
Lee, S., Schallert, D. L. (2016). Becoming a teacher: Coordinating past, present, and future selves with perspectival understandings about teaching. Teaching and Teacher Education, 56, 72–83. https://doi.org/10.1016/j. tate.2016.02.004.
New Vision for Education: Unlocking the potential of Technology. World Economic Forum and Boston Consulting Group (2015). World Economic Forum. http://www3.weforum.org/docs/WEFUSA_NewVisionforEducation_ Report2015.pdf.
Tondeur, J., Van Braak, J., Siddiq, F., Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers and Education, 94, 134–150. 10.1016/j. compedu.2015.11.009.
How to Cite
Copyright (c) 2020 Hanna Ivaniuk, Olena Venhlovska, Yevhen Antypin
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.