SPECIFIC CHARACTER OF THE PRESCHOOI TEACHER’S POTENTIAL DEVELOPMENT AND ACTUALIZATION IN MODERN CONDITIONS


Cite item

Full Text

Abstract

The article discusses the concept of “teachers' potential”, conditions for development of the potential in the process of vocational education, development of teachers’ culture of investing in “themselves”, actualization of the potential at the stage of continuous professional activities through the development and implementation of social and educational projects in pre-school organizations (PSO).

The author: a) explores the interpretation of the concept "teacher’s potential" as an integral personal quality, which implies the ability to proceed from the humanistic sense and legal orientation in professional work, to organize an effective professional activity that stimulates initiative, cognitive and social activity, promotes individuality of the person; b) proposes to add to the capacity such a characteristic manifestation of personality as the willingness of the teacher to continuous self-development and investment "in oneself"; c) clarifies the concept "culture of investing in oneself" as a personal representation of a teacher implying awareness of their needs and opportunities for their continuing development at every stage of the life cycle and professional activities in order to achieve a state of congruence (lat. congruens – integrity), comprehensiveness of existence; d) identifies the formation stages of investment culture: a vocational training stage, which involves awareness by a teacher of the needs to develop their own resources and capacities; a step of additional vocational education characterized by the acquisition of professional teaching experience and searching for effective ways to transmit the social experience to students, as well as conditions for actualization of teacher’s potential at PSO including ensuring the selection of specific activities and their proportionate alternation in the course of professional activity; and modeling of the socio-educational environment for the formation of the common culture of children and teachers; d) presents the experience of the teachers innovative activity at PSO "Solnyshko" (Sengiley town) and PSO "Romashka" (village Isheevka) in Ulyanovsk region, showing the model of educational environment aimed at formation of the common culture of children and teachers through implementation of socio-educational projects.

About the authors

Natalya Yurievna Maidankina

Ulyanovsk Institute of Advanced Studies and Retraining of Teachers, Ulyanovsk

Author for correspondence.
Email: maidankina@mail.ru

candidate of pedagogical sciences, Associate Professor, Head of Academic Office

Россия

References

  1. German M.V. The continuous education: the evolution of development, the objective reality. Vestnik Tomskogo gosudarstvennogo universiteta. Ekonomika, 2012, no. 2, pp. 147–154.
  2. Baydarova O.I. Razvitie pravovogo potentsiala sotsialnogo pedagoga v sisteme dopolnitelnogo professionalnogo obrazovaniya. Diss. kand. ped. nauk [Development of legal capacity of a social teacher in the system of additional vocational training]. Moscow, 2012, 22 p.
  3. Bodnar A.M. Pedagogichesky potentsial uchitelya (lichnostno-gumanistichesky ob’ekt. Diss. kand. ped. nauk [Pedagogical potential of teachers (personal and humanistic aspect)]. Ekaterinburg, 1993, 13 p.
  4. Bozhinskaya T.L. Prospects for improving the pedagogical potential of regional culture in modern Russian education. Pedagog, vospitay lichnost. Rostov na Donu, 2010, pp. 32–39.
  5. Kulyutkin Yu.N., Bezdukhov V.P. Tsennostnie orientiri i kognitivnie strukturi v deyatelnosti uchitelya [Values and cognitive structures in the work of a teacher]. Samara, SamGPU publ., 2002, 400 p.
  6. Gusarova E.N. Modern approaches of professional teacher education aimed at developing. Istoricheskaya i sotsialno-obrazovatelnaya mysl’, 2012, no. 1, pp. 117–118.
  7. Dondokova R.B. The development of teacher’s creative potential in conditions of education humanization. Vestnik Buryatskogo gosudarstvennogo universiteta, 2011, no. 1, pp. 35–38.
  8. Kiseleva O.O. Teoriya i praktika razvitiya professionalno-pedagogicheskogo potentsiala uchitelya. Avtoref. diss. dokt. ped. nauk [Theory and practice of development of professional and pedagogical potential of a teacher]. Moscow, 2002, 378 p.
  9. Kostyleva A.A. The research of teacher’s personal potential. Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta. Seriya Psikhologicheskie nauki, 2014, no. 3, pp. 107–111.
  10. Katerbarg T.O. Teachers’ professional abilities as a pedagogical category and a relevant part of school educational space. Sovremennie nauchnie issledovaniya i innovatsii, 2013, no. 4, p. 22.
  11. Melekesov G.A. Aksiologicheskiy potentsial lichnosti budushchego pedagoga: Stanovlenie i razvitie [Axiological potential of the personality of a future teacher: Formation and development]. Moscow, MPGU publ., 2002, 256 p.
  12. Lashkova L.L. Kontseptsiya razvitiya kommunikativnogo potentsiala budushchikh pedagogov doshkolnikh obrazovatelnikh uchrezhdeniy. Avtoref. diss. dokt. ped. nauk [The concept of communicative potential of future teachers of preschool educational institutions]. Chelyabinsk, 2011, 43 p.
  13. Nikolskaya O.L. Preodolenie didakticheskikh zatrudneniy kak uslovie razvitiya tvorcheskogo potentsiala uchitelya. Avtoref. diss. kand. ped. nauk [Overcoming didactic difficulties of teaching as a condition for development of teacher’s creative potential]. Tomsk, 2000, 26 p.
  14. Pagnaeva E.A. Razvitie innovatsionnogo potentsiala uchitelya v usloviyakh shkoli kak samoobuchayushcheysya organizatsii. Avtoref. diss. kand. ped. nauk [Development of the innovative capacity of a teacher at a school as a self-learning organization]. Chelyabinsk, 2009, 22 p.
  15. Privalova G.F. Konkurs professionalnogo masterstva kak sredstvo razvitiya tvorcheskogo potentsiala pedagoga. Avtoref. diss. kand. ped. nauk [Professional skills contest as a means of development of creative potential of a teacher]. Ekaterinburg, 2008, 32 p.
  16. Reanovich E.A. Semantic meaning of the concept «potential». Mezhdunarodniy nauchno-issledovatelsky zhurnal, 2012, no. 7-2, pp. 14–15.
  17. Yarmakeev I.E. Potential-oriented approach to education of the future expert in educational process. Alma mater (Vestnik visshey shkoli), 2005, no. 5, pp. 32–37.
  18. Bim-Bad B.M. Pedagogicheskiy entsiklopedicheskiy slovar [Teaching Encyclopedic Dictionary]. Moscow, Bolshaya rossiyskaya entsiklopediya publ., 2002, 528 p.
  19. Psihologos: Encyclopedia of Applied Psychology. URL Psihologos: Encyclopedia of Applied Psychology. URL: www.syntone.ru/library/psychology_dict/kongruentnost.php.
  20. RF Federal Law "On Education in the Russian Federation"no. 273 of December 29, 2012. (In Russian).
  21. Ministry of Education and Science of RF “Federal State Educational Standard of preschool education” no. 1155 of October 17, 2013. (In Russia).
  22. Davidov V.V. Teoriya razvivayushchego obucheniya [Theory of developmental education]. Moscow, INTOR publ., 1996, 544 p.
  23. Maydankina N.Yu. Project «Springs of Sengileyevsk Belogoriye». Upravlenie doshkolnim obrazovatelnim uchrezhdeniem, 2014, no. 1, pp. 112–120.
  24. Maydankina N.Yu., Andreeva L.I. Formation of social skills in children in the process of introduction to the cultural and historical values of the region. Detskiy sad: teoriya i praktika, 2014, no. 1, pp. 88–95.

Supplementary files

Supplementary Files
Action
1. JATS XML
Download

Copyright (c)



This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies