Open AccessAspects of readiness of higher education teachers for continuing professional development
Author(s) -
Тетяна Потапчук,
Dmutro Prima,
Levchuk Yana,
Zahorodnii Serhii,
Ruslana Roslavets,
Raisa Prima
Publication year - 2022
Publication title -
revista tempos e espaços em educação
Language(s) - English
Resource type - Journals
eISSN - 2358-1425
pISSN - 1983-6597
DOI - 10.20952/revtee.v15i34.17204
Subject(s) - professional development , psychology , personality , set (abstract data type) , reflexivity , professional studies , value (mathematics) , cognition , continuing professional development , continuing education , medical education , pedagogy , medicine , social psychology , sociology , computer science , social science , machine learning , neuroscience , programming language
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.