TRADE UNIONS AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF TEACHER COMPETENCES
Gespeichert in:
| Titel: | TRADE UNIONS AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF TEACHER COMPETENCES |
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| Quelle: | Youth & market; No. 9/195 (2021) Молодь і ринок; № 9/195 (2021) |
| Verlagsinformationen: | Дрогобицький державний педагогічний університет імені Івана Франка, 2021. |
| Publikationsjahr: | 2021 |
| Schlagwörter: | професійна компетентність, професіоналізм, самопрезентація, professional communities, professional competence, self-development, 4. Education, саморозвиток, траєкторія професійного розвитку педагогічних працівників, професійні спільноти, professionalism, self-presentation, the trajectory of professional development of teachers |
| Beschreibung: | The article outlines the main activities of pedagogical professional communities to provide methodological support for the professional development of teachers in the period of online communication. Professional self-determination and self-realization of a teacher, along with professional orientation and socialization, act as constituent elements of the structure of his professional and personal formation and development. Features of the creation and existence of professional communities of teachers in the online space involves improving the level of digital competence of participants to organize the productive use of virtual community space. Unlike traditional professional communities, which can exist without active voluntary communication, in online communities communication is a necessary prerequisite for stable support for the association of colleagues. In the course of group activity of the community the self-organization of pedagogical workers on the principles of individual usefulness and satisfaction of inquiries of separate participants is provided. The intrinsic motivation of participants’ communication needs and the development of approaches to assessing the teacher’s professional growth explain the existence of an online community that brings people together in the long run. In the course of the research the bases for long-term stable existence of modern online communities are studied, the organizational structure of the community is revealed, the typology of its members is carried out, an interaction, the results of community activity and their social effects are analyzed. The article formulates the definition of professional communities, offers the main criteria for assessing digital skills to measure the level of digital competence of the educator. In a situation of a certain communication and information vacuum, the teacher seeks to compensate for the lack of professional communication through activities in professional communities, which not only creates stability in his life, but also helps to share their beliefs and interests with colleagues. Thanks to the existence of professional communities, adaptation to new forced living conditions is much easier and more effective. У статті охарактеризовано діяльність педагогічних професійних спільнот як чинник основи професійно-особистісного становлення і розвитку педагога. Особливість діяльності професійних спільнот в умовах онлайнспілкування передбачає вдосконалення рівня цифрової компетентності учасників для організації продуктивного користування віртуальним простором спільноти. Стаття містить визначення професійних спільнот, розроблені основні критерії цифрових навичок для вимірювання рівня цифрової компетентності освітянина. |
| Publikationsart: | Article |
| Dateibeschreibung: | application/pdf |
| Sprache: | Ukrainian |
| ISSN: | 2308-4634 2617-0825 |
| Zugangs-URL: | http://mir.dspu.edu.ua/article/view/243956 |
| Rights: | CC BY NC SA |
| Dokumentencode: | edsair.scientific.p..929fe4f6573c6090c84cf8ae71d6bcf4 |
| Datenbank: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | The article outlines the main activities of pedagogical professional communities to provide methodological support for the professional development of teachers in the period of online communication. Professional self-determination and self-realization of a teacher, along with professional orientation and socialization, act as constituent elements of the structure of his professional and personal formation and development. Features of the creation and existence of professional communities of teachers in the online space involves improving the level of digital competence of participants to organize the productive use of virtual community space. Unlike traditional professional communities, which can exist without active voluntary communication, in online communities communication is a necessary prerequisite for stable support for the association of colleagues. In the course of group activity of the community the self-organization of pedagogical workers on the principles of individual usefulness and satisfaction of inquiries of separate participants is provided. The intrinsic motivation of participants’ communication needs and the development of approaches to assessing the teacher’s professional growth explain the existence of an online community that brings people together in the long run. In the course of the research the bases for long-term stable existence of modern online communities are studied, the organizational structure of the community is revealed, the typology of its members is carried out, an interaction, the results of community activity and their social effects are analyzed. The article formulates the definition of professional communities, offers the main criteria for assessing digital skills to measure the level of digital competence of the educator. In a situation of a certain communication and information vacuum, the teacher seeks to compensate for the lack of professional communication through activities in professional communities, which not only creates stability in his life, but also helps to share their beliefs and interests with colleagues. Thanks to the existence of professional communities, adaptation to new forced living conditions is much easier and more effective.<br />У статті охарактеризовано діяльність педагогічних професійних спільнот як чинник основи професійно-особистісного становлення і розвитку педагога. Особливість діяльності професійних спільнот в умовах онлайнспілкування передбачає вдосконалення рівня цифрової компетентності учасників для організації продуктивного користування віртуальним простором спільноти. Стаття містить визначення професійних спільнот, розроблені основні критерії цифрових навичок для вимірювання рівня цифрової компетентності освітянина. |
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| ISSN: | 23084634 26170825 |