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Title: Професійний розвиток педагогів:теоретичні та методологічні аспекти
Other Titles: Teachers’ Professional Development: Theoretical and Methodological Aspects
Authors: Мукан, Н. В.
Mukan, N. V.
Грогодза, І. Ю.
Hrohodza, I. Yu.
Keywords: професійний розвиток
система професійного розвитку
модель професійного розвитку
концепція акмеології
інтеркультурний підходи
теорія віку та фаз
теорія кар’єрного циклу педагогічної професії
professional development
system of professional development
model of professional development
concept of acmeology
intercultural approaches
theory of age and phases
theory of professional development cycle
Issue Date: 2013
Citation: Мукан, Н. В. Професійний розвиток педагогів:теоретичні та методологічні аспекти [Текст] / Н. В. Мукан, І. Ю. Грогодза // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; [редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін.]. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №5 (31). – С. 18–27.
Abstract: Стаття присвячена дослідженню теоретичних і методологічних основ професійного розвитку педагогів. Здійснено аналіз науково-педагогічної літератури, що висвітлює окремі аспекти проблеми. Розглянуто теорії, концепції, підходи, покладені в основу професійного розвитку вчителів загальноосвітніх шкіл у провідних країнах світу (теорія віку та фаз, теорія кар’єрного циклу педагогічної професії, концепція акмеології, системно-структурний, андрагогічний, інтеркультурний підходи). Виокремлено основні завдання сучасної системи професійного розвитку вчителів загальноосвітніх шкіл у розвинених англомовних країнах.
The article is dedicated to the research on theoretical and methodological fundamentals of teachers’ professional development. The analysis of the scientific-educational literature which highlights some aspects of the problem has been conducted. Professional development is considered as a set of activities undertaken on a systematic basis in order to prepare teachers to their profession and comprises initial preparation, programs of introduction to the profession, postgraduate training and continuous professional development. The distinction is made between such notions as «a system of professional development» and «a model of professional development» of a public school teacher. A model is scheduled processes and capabilities designed to ensure the professional development of teachers from the beginning of their training. The system of professional development encompasses a broader perspective, which includes functional relationships between the aims and objectives of professional development; the context in which professional development will take place; personal and professional characteristics of participants; the applied models, methods and means of action; funds and results of professional development; the evaluation of the effectiveness of professional development; the infrastructure supporting professional development. The authors have analysed theories, concepts, approaches underlying public school teachers’ professional development in the leading countries of the world (а theory of age and phases, а theory of professional development cycle, а concept of acmeology, systemic-structural, andragogical and intercultural approaches). Special attention is given to the theory of professional development cycle. Summarising different approaches to this theory, the following stages can been identified: survival, which is characterised by the lack of knowledge about methodology of teaching the subject and the desire to correspond to the established image of a teacher; adaptation: conducting research and linking theoretical knowledge to everyday professional practice; accumulation of experience: enhancing knowledge about methodology of teaching, academic programs, competencies and developing your own teaching style; maturity, which is characterised by the awareness of belonging to a teaching profession, directing your activities to the all-round development of students, showing professional enthusiasm; decay and retirement. The main objectives of the modern system of public school teachers’ professional development in the English-speaking countries have been determined (i.e. to promote understanding of the new context of education at the beginning of the XXI century based on the pre-mastered knowledge; to acquaint teachers with the new requirements of academic programs; to introduce new educational technologies for thorough professional training; to stimulate exchange of experience among teachers; to identify current problems of everyday professional practice).
Appears in Collections:Педагогічні науки: теорія, історія, інноваційні технології

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