PEDAGOGICAL PROMOTION OF PROFESSIONAL SELF-REALIZATION OF FUTURE TEACHERS OF PH ILOLOGICAL SPECIALITIES
DOI:
https://doi.org/10.17770/sie2020vol2.4826Keywords:
professional self-realization, pedagogical conditions of training for professional self-realization, future teachers of philological specialties, career prospects, practically focused activityAbstract
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 professional self-realization is an integrated quality manifested in independent productive activity aimed at personal self-development and self-improvement. Based on theoretical research and practical experience, we have determined pedagogical conditions for the formation of readiness of future teachers of philological specialties for professional self-realization: 1) ensuring readiness for the professional self-realization of future teachers of philological specialties based on the acknowledgement of career prospects; 2) actualization of the acmeological component of the vocational training of future philologists; 3) phased inclusion of future philologists into the practically focused activity during their teaching practice. The effectiveness of these pedagogical conditions has been examined through carrying out the pedagogical experiment and a set of questionnaires and tests to define the level of readiness for professional self-realization. As a result, we have developed a system of practical classes “I am a future professional” and corrective tutorials with future teachers of philological specialties and developed common psychological and pedagogical guidelines for supervising teaching practice.
References
Antsyferova, L.I. (2006). Razvitie lichnosti i problemy herontopsikholohii [Personal development and the problems of gerontopsychology]. Moscow: Institut psikhologii RAN.
Batarshev, A.V. (2007). Diagnostika professional`no vazhnikh kachestv [Diagnostics of professionally important qualities]. Piter.
Bech, I.D. (2003). Vykhovannia osobystosti. Osobystisno-oriientovanyi pidkhid: naukovo-praktychni zasady [Personal education. Person-centered approach: scientific and practical background]. Kyiv. Lybid.
Clark, R. (2004). The Excellent 11: qualities teachers and parents use to motivate, inspire and educate children. New York.
Fetiskin, N.P. (2005). Soczial`no-psikhologicheskaya diagnostika razvitiya lichnosti i maly`kh grup [Socio-psychological diagnosis of personality development and small groups: a training manual]. Izdatel`stvo Instituta Psikhoterapii.
Guevich, R.S., Kademiia, M.Y., & Shevchenko, L.S. (2010). Kompetentnisna osvita u vyshchii pedahohichnii shkoli. Vinyytsia [The competent education at higher education establishments]. Planer.
Ionova, I.M. (2015). Pedahohichni umovy tvorchoi samorealizatsii starshoklasnykiv u protsesi navchalnoi proektnoi diialnosti [Pedagogical conditions of creative self-realization of senior high school students in the process of learning project activity]. Extended abstract of candidate dissertation, Kharkiv National Pedagogical Skovoroda University, Kharkiv, Ukraine.
Ivanitskaya, N.L. (2014). Formuvannia ekolohichnoi kultury studentiv-filolohiv zasobamy ukrainskoho slova [The formation of ecological culture of students-philologists by means of Ukrainian word]. Suchasni informatsiini tekhnolohii ta innovatsiini metodyky navchannia v pidhotovtsi fakhivtsiv: metodolohiia, teoriia, dosvid, problemy, 40, 259 – 263.
Kan-Kalik, V.A. (1988). Uchitelyu o pedagogicheskom obshhenii [To teacher about pedagogical communication]. Moscow. Prosveshhenie.
Leontiev, D.A. (2003). Samorealizatsiiai sushchnostnye sily cheloveka [Self-Realization and Essential Human Powers]. In Psychology with a Human Face: A Humanistic Perspective in Post-Soviet Psychology (156-175). Moscow.
Milchevska, H.S. (2014). Osobystisna samorealizatsiia starshoho pidlitka v umovakh dytiachoho zakladu ozdorovlennia ta vidpochynku [Personal self-realization of a teenager in the children’s camp environment]. Extended abstract of candidate dissertation, Kyiv National Pedagogical Dragomanov University, Kyiv, Ukraine.
Poseletska, K.A. (2016). Pidhotovka maibutnikh uchyteliv filolohichnykh spetsialnostei do profesiinoi samorealizatsii [Training of future teachers of philological specialties for professional self-realization]. Published candidate dissertation, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine. Retrieved January 11, 2019, from https://vspu.edu.ua/science/dis/d13.pdf
Poseletska, K.A. (2017). Praktychno-oriientovana diialnist maibutnikh uchyteliv filolohichnykh spetsialnostei v protsesi pedahohichnoi praktyky [Practically-oriented activities of future teachers of philological specialties in the process of teaching practice]. Pedahohichni nauky: teoriia, istoriia, innovatsiini tekhnolohii, 1, 116-126. DOI: 10.24139/2312-5993/2017.01/116-126.
Rean, A.A. (2004). Psikhologiya lichnosti. Soczializacziya, povedenie, obshhenie [Psychology of Personality. Socialization, behavior, communication]. Moscow. Prajm-EVROZNAK.
Romenets, V.A. (2006). Vchynok i postannia kanonichnoi psykholohii [The deed and the rise of canonical psychology]. Liudyna. Subiekt. Vchynok : Filosofsko-psykholohichni studii, 11 – 36.
Titarenko, T.M. (2003). Zhyttievi domahannia i profesiine stanovlennia osobystosti praktychnoho psykholoha [Life-long harassment and professional formation of the personality of a practical psychologist]. Praktychna psykholohiia ta sotsialna robota, 4, 15 – 18.
Downloads
Published
Issue
Section
How to Cite
