Будь ласка, використовуйте цей ідентифікатор, щоб цитувати або посилатися на цей матеріал: http://ena.lp.edu.ua:8080/handle/ntb/42894
Назва: Personality aspect of professional activities of a higher school teacher
Автори: Kozlovskyi, Yurii
Kravets, Svitlana
Приналежність: Lviv Polytechnic National University
Бібліографічний опис: Kozlovskyi Y. Personality aspect of professional activities of a higher school teacher / Yurii Kozlovskyi, Svitlana Kravets // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 15–20.
Bibliographic description: Kozlovskyi Y. Personality aspect of professional activities of a higher school teacher / Yurii Kozlovskyi, Svitlana Kravets // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 15–20.
Є частиною видання: Ukrainian Journal of Educational Research, 1 (2), 2017
Журнал/збірник: Ukrainian Journal of Educational Research
Випуск/№ : 1
Том: 2
Дата публікації: 20-лют-2017
Видавництво: Lviv Politechnic Publishing House
Місце видання, проведення: Lviv
Теми: higher school
teacher
professional activity
personality aspect
personality
readiness for professional activity
teacher-practitioner
teacher-researcher
scientist in the field
scientific and pedagogical activity
Кількість сторінок: 6
Діапазон сторінок: 15-20
Початкова сторінка: 15
Кінцева сторінка: 20
Короткий огляд (реферат): The article clarifies the fact that the issue of studying the personality development of higher school teachers in the context of their professional activity is relevant. Readiness for professional activity is considered as a system characterized by appropriate coefficients, the complex consideration of which allows obtaining reliable information about the real level of teachers’ professional work. It is expedient to present the features of the professional teaching staff of higher educational institutions in three categories: a practising teacher, a teacher-researcher and a scientist in the field of specialization of an educational institution. The higher school teachers’ scientific and pedagogical activities in the context of modern morality are an important component of their professional competence, substantially affecting the results of their teaching and research activities. It is considered as the realization of the idea of humanization of science and education.
URI (Уніфікований ідентифікатор ресурсу): http://ena.lp.edu.ua:8080/handle/ntb/42894
Власник авторського права: © Національний університет „Львівська політехніка“, 2017
© Kozlovskyi Yu., Kravets S., 2017
URL-посилання пов’язаного матеріалу: http://library.nuft.edu.ua/ebook/file/09.00.09MMGSSA.pdf
Перелік літератури: [1] Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: a qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86.
[2] Honcharenko, S. U. (2000). Zmist zahalnoi osvity i yii humanitaryzatsiia. Neperervna profesiina osvita: problemy, poshuky, perspektyvy [The content of the general education and its humanization. Long life education: problems, research, perspectives]. Kyiv, Ukraine: VIPOL.
[3] Kozlovskyi, Yu. M. (2009). Naukova diialnist vykladacha vyshchoho navchalnoho zakladu: moralno-relihiinyi aspekt [Scientific activity of a higher school teacher: a moral and religious aspect]. Novi tekhnolohii navchannia: spets. vypusk: Dukhovno-moralne vykhovannia i profesionalizm osobystosti v suchasnykh umovakh, 60, 119–123.
[4] Król, R. W. (2008). Duchowość nauczyciela akademickiego [Spirituality of an academic teacher]. Catholic Pedagogy, 2, 200–207.
[5] Król, R. W. (2015). Model nauczyciela szkoły wyższej i jego przygotowania zawodowego [Model of a higher school teacher and his professional preparation]. Przemyśl, Poland: Scientific Publisher of the Society of Friends of Science.
[6] Marchuk, M. H. (2003). Aksiolohichnyi potentsial naukovoho znannia: poniattia, struktura, sposib aktualizatsii [Axiological potential of scientific knowledge: concept, structure, way of updating]. (Dissertation abstract, Taras Shevchenko Kyiv National University, Kyiv, Ukraine). Retrieved from http://library.nuft.edu.ua/ebook/file/09.00.09MMGSSA.pdf
[7] Subbarayudu, N., & Babu Praveen Kumar, S. (2013). Role of a teacher in education at 21st century. Conflux Journal of Education, 1 (2), 105–111.
[8] Svidzynskyi, A. (2009). Synerhetychna kontseptsiia kultury [Synergetic concept of culture]. Lutsk, Ukraine: Volyn Regional Publishing House.
[9] Zatoń, K. (2014). Ewaluacja jakości kształcenia nauczycieli akademickich [Evaluation of the quality of education of academic teachers]. Rozprawy naukowe Akademii Wychowania Fizycznego we Wrocławiu, 45, 17–24.
[10] Zhuravska, L. M., & Zhuravskyi, V. L. (2000). Vykladach yak kerivnyk samostiinoi diialnosti studentiv [A teacher as a manager of students’ selfstudy activities]. Teoretychno-metodychni problemy navchannia i vykhovannia, 38–45.
[11] Zimny, J. (2015). Samokształcenie pedagogów drogą ku efektywności pracy opiekuńczo-wychowawczej [Selfstudy of pedagogues towards increasing the effectiveness of caregiving and education]. Catholic Pedagogy, 17(2),16–32.
[12] Żmijewska, E. (2014). Dialog międzykulturowy priorytetem w kształceniu nauczycieli [Intercultural dialogue as a priority in education of teachers]. Yearbook of the Academy of Pedagogical Sciences, LXVII, 51–61.
[13] Żukowska, Z. (2012). Potrzeba pedagogizacji nauczycieli akademickich w świetle etyki zawodu. [The need to educate higher school teachers in the light of professional ethics]. Studia Dydaktyczne, 24, 47–54.
References: [1] Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: a qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86.
[2] Honcharenko, S. U. (2000). Zmist zahalnoi osvity i yii humanitaryzatsiia. Neperervna profesiina osvita: problemy, poshuky, perspektyvy [The content of the general education and its humanization. Long life education: problems, research, perspectives]. Kyiv, Ukraine: VIPOL.
[3] Kozlovskyi, Yu. M. (2009). Naukova diialnist vykladacha vyshchoho navchalnoho zakladu: moralno-relihiinyi aspekt [Scientific activity of a higher school teacher: a moral and religious aspect]. Novi tekhnolohii navchannia: spets. vypusk: Dukhovno-moralne vykhovannia i profesionalizm osobystosti v suchasnykh umovakh, 60, 119–123.
[4] Król, R. W. (2008). Duchowość nauczyciela akademickiego [Spirituality of an academic teacher]. Catholic Pedagogy, 2, 200–207.
[5] Król, R. W. (2015). Model nauczyciela szkoły wyższej i jego przygotowania zawodowego [Model of a higher school teacher and his professional preparation]. Przemyśl, Poland: Scientific Publisher of the Society of Friends of Science.
[6] Marchuk, M. H. (2003). Aksiolohichnyi potentsial naukovoho znannia: poniattia, struktura, sposib aktualizatsii [Axiological potential of scientific knowledge: concept, structure, way of updating]. (Dissertation abstract, Taras Shevchenko Kyiv National University, Kyiv, Ukraine). Retrieved from http://library.nuft.edu.ua/ebook/file/09.00.09MMGSSA.pdf
[7] Subbarayudu, N., & Babu Praveen Kumar, S. (2013). Role of a teacher in education at 21st century. Conflux Journal of Education, 1 (2), 105–111.
[8] Svidzynskyi, A. (2009). Synerhetychna kontseptsiia kultury [Synergetic concept of culture]. Lutsk, Ukraine: Volyn Regional Publishing House.
[9] Zatoń, K. (2014). Ewaluacja jakości kształcenia nauczycieli akademickich [Evaluation of the quality of education of academic teachers]. Rozprawy naukowe Akademii Wychowania Fizycznego we Wrocławiu, 45, 17–24.
[10] Zhuravska, L. M., & Zhuravskyi, V. L. (2000). Vykladach yak kerivnyk samostiinoi diialnosti studentiv [A teacher as a manager of students’ selfstudy activities]. Teoretychno-metodychni problemy navchannia i vykhovannia, 38–45.
[11] Zimny, J. (2015). Samokształcenie pedagogów drogą ku efektywności pracy opiekuńczo-wychowawczej [Selfstudy of pedagogues towards increasing the effectiveness of caregiving and education]. Catholic Pedagogy, 17(2),16–32.
[12] Żmijewska, E. (2014). Dialog międzykulturowy priorytetem w kształceniu nauczycieli [Intercultural dialogue as a priority in education of teachers]. Yearbook of the Academy of Pedagogical Sciences, LXVII, 51–61.
[13] Żukowska, Z. (2012). Potrzeba pedagogizacji nauczycieli akademickich w świetle etyki zawodu. [The need to educate higher school teachers in the light of professional ethics]. Studia Dydaktyczne, 24, 47–54.
Тип вмісту : Article
Розташовується у зібраннях:Ukrainian Journal of Educational Research. – 2017. – Vol. 2, No. 1



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