Aspects of readiness of higher education teachers for continuing professional development

  • 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.

Resumo

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.

 

Biografia do Autor

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.

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Publicado
2022-03-24
Como Citar
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