Aspectos de las lecturas de los profesores de educación de gicher para el desarrollo profesional continuo

• Autor(a) principal: Potapchuk, Tetiana
• Data de Publicação: 2022
• Outros Autores: Prima, Dmutro, Yana, Levchuk, Serhii, Zahorodnii, Roslavets, Ruslana, Prima, Raisa
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Tempos e Espaços em Educação (Online)
• Texto Completo: https://periodicos.ufs.br/revtee/article/view/17204
• topic: Advanced training; Attitude to professional activity; Continuing education; Motive for choosing a profession; Professional self-improvement; Actitud ante la actividad profesional; Formación avanzada; Formación continua; Motivo de elección de profesión; Superación profesional; Atitude perante a atividade profissional; Autoaperfeiçoamento profissional; Formação avançada; Formação continuada; Motivo para escolha de uma profissão

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.