BibTex RIS Kaynak Göster

The Development of Teachers' Pedagogical Competence in the Process of Self-education at the University

Yıl 2017, Cilt: 3 Sayı: 2, 39 - 46, 01.06.2017

Öz

The quality problem of teachers’ professional work is connected with the students, trainee teachers’, self-education options and motivation research during the study process. Students’ purposeful self-education and development of self-reflection skills is one of the most significant pedagogic approaches in teachers’ education that can guarantee the education transformation process of the 21st century in school practice which will be focused on creativity and innovations. In order to make it possible for the education system to provide a purposeful and productive acquisition of pupils’ self-education skills, the issue about the teacher trainees’ motivation and self-education skills during the study process has to be promoted, therefore improving formation of students’ pedagogic competences during the study process at university. Research question is to encourage a scientific discussion about the significance of university students’ independent studies, describing the individualized learning development possibilities in the pedagogic self-education competence formation process during the study time. The subject of the research: self-assessment of students’ self-education competence in the study process at a higher educational establishment. Objective of the paper: to describe the competence of students' self-education in professional socialization within the study process. Research methods: analysis of theoretical findings, questionnaires and interviews, student self-assessment and self-reflection analysis. The study of pedagogical competence is based on the self-analysis of the student's practical performance in order to determine the motivation for professional growth. In the publication the significance of university students’ independent studies has been described, characterizing the individualized learning development possibilities in the process of pedagogic self-education competence formation during the study time. The results of the research confirm that the dominant of productive studies is “learning” process, which contains the student's purposeful and according to his/her professional development needs carried out independent work. The characterizing criterion of effective, on student’s professional growth oriented study process is the determined need and the ability of the future specialist to study independently, as the personal effort and activities of the independent work contribute to acquirement of lasting and qualitative knowledge, the motivation to continue or to enhance the obtained education, the development of purposeful pedagogical skills and competences.

Kaynakça

  • Apsalons, E. (2013). Komunikatīvā kompetence: kā saprasties un veidot attiecības. Rīga: Zvaigzne.
  • Berenson, S.B. (2012). Improving Teacher Practice with Action Learning. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 112 – 122.
  • Biesta, G. (2011). Disciplines and theory in the academic study of education: A Comparative Analysis of the Anglo_American and Continental Construction of the Field. Pedagogy, Culture and Society, Vol. 19, No. 2.
  • Biesta, G. (2009).Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evalution and Accountability. 21, no.1, 33 – 48.
  • Collinson, V. (2012). Rethinking Selection and Professional Development for Teachers/Leaders by Learning from Exemplary Teachers. Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds I.Ţogla, L.Rutka, 58 – 73.
  • Berliner, D.C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56, No, 205 – 213.
  • Day, C., Elliot, B., & Kington, A. (2005) Reform, standarts and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21 (5), 563 – 567.
  • Delandshere, G. & Arens, S.A. (2001). Representations of teaching and standards-based reform: are we closing the debate about teacher education? Teaching and Teacher Education. 17, 547 – 566.
  • Devitt, A., Oldham, E., & Kerin, M. (2012). Beginning a Career of learning about Learning: a Case Study of Student Teachers in an Initial Teacher Education Progamme in Ireland. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 283 – 296.
  • Friedman, Thomas L. (2007). The World is Flat 3.0: A Brief History of the TwentyFirst Century, Picador, London.
  • Fransson, G. (2012). Head Teachers on Evaluating Newly Qualified Teachers’ Competencies: What to Focus on and How. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 74 – 90.
  • Goodwin, A.L. & Oyler, C. (2008). Teacher educators as gatekeeper. In Handbook of research on teacher education: enduring questions in changing contexts. (3rd. ed.), eds. M.Cochran- Smith, S. Feiman-Nemser & J.D. Mclntyre, 468 -489. New York: Routledge.
  • Gopinathan, S., Tan, S., Fang, Y., Ponnusamy, L.D., Ramos, C., & Chao, E. (2008).Transforming teacher education: Redefining professionals for 21 st century schools. Singapore: National Institute of Education.
  • Imig, D.G. & Imig, S.R. (2008). From traditional certification to competitive certification. In Handbook of research teacher education: enduring questions in changing contexts (3.ed.), eds. Cochran-Smith, Marilyn, Feiman-Nemser, Sharon & Mclntyre, D. John, 886 -907. New York: Routledge.
  • Korthagen, F.J., Lughran, J. & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020 -1041.
  • Kozminsky, L. (2012). Professional Identity of Teacher Educators in a Changing Reality. In Teachers’ Life – cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 12 – 19.
  • Macke, G.,Hanke, U., Viehmann, P. (2008) . Hochschuldidaktik. Lehren, vortragen, prüfen. Beltz Verlag, Weinheim und Basel.
  • Robinsons, K.(2013). Ne tikai ar prātu: Mācāmies būt radoši. Rīga: Zvaigzne ABC.[ Ken Robinson OUT of OUR MINDS Learning to be Creative ]
  • Eichorst, A. (1998). Selbststäntigkeit im Unterricht. München.
  • OECD (2013). OECD SkillsOutlook 2013: First Results from the Survey of Adult Skills, OECD Publishing. http://dx.doi.org/10.1787/9789264204256-en
  • Osborne, M. (2010). Key Competences for Adult Learning Professional. Retrieved from http://www.realrpl.eu/media/realrpl/documents/Key%20Competences %20for% 20AE%20Professionals%20Mike%20Osborne.pdf
  • Perrenoud, P. (2004). L’universiteentretransmissiondesavoirsetdeveloppementde competences. Geneve.
  • Universite de Geneve.
  • Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record, Vol. 104, No. 4, 842- 866.
  • Rutka, L. (2009) Pedagoga psiholoģiskā kompetence. Latvijas Universitātes raksti: Pedagoģija un skolotāju
  • izglītība, 747. sējums, 170 – 181.lpp. Rīga: Latvijas Universitāte.
  • Samuseviča, A. (2012). Support for the New Teacher in Professional Adaptation at School. Mokytoju rengimas XXI amžiuje: pokyyčiai ir perspektyvos. X tarptautines mokslines konferencijps medžiaga, 70 -75.Šiauliu: Šiauliu universiteto leidykla.
  • Samuseviča, A., Striguna, S. (2014). Pre –Service Teachers’ Professional Socialization. In Socialinis ugdymas: postmodernios visuomenes iššūkiai vaiku ir jaunimo socializācijai. VII Recenzuojamas testinis mokslo straipsniu rinkinys.Vilnius: BMK Leidykla, 39- 46.
  • Schein, E. H. (1993). Career anchors: Discovering your values. San Francisko: Pfeiffer.
  • Schulz, D. (2012). Practice in Teacher Education: Preparing Teachers for Work and Life in an Educational Community. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 182 – 196.
  • Špona, A. (2001). Audzināšanas teorija un prakse. Rīga: RaKa.
  • Špona, A. (2014). Jauni principi audzināšanā. Teorija un prakse mūsdienu sabiedrības izglītībā. VII Starptautiskās zinātniskās konferences rakstu krājums, 188-193. Rīga: RPIVA.
  • Tatur, Y.G. (2004). Competency-based approach in the describing the results and design of higher education standards. Proceedings of the second meeting of the methodological seminar. Moscow.
  • Zaire-Beck, E.S., Solyannikov Y.V. (2000).Technology of teaching the research activity as a factor in high- quality training of researchers at the Pedagogical University. In Preparation of specialist in the field of education: research and organizational problems of training the highly qualified personnel: a collective monograph. St.Petersburg: Harzen State Pedagogical University, Issue IX, 96-114. Виготский, Л.С. (1984). Речь и мышление. Москва: Просвещение. Дахин, А. Н. (2009). Моделирование компетентности участников открытого образования. Москва:
  • НИИ школьных теxнологий. Леонтьев, А.Н. (1977). Деятельность. Сознание. Личность. Москва: Политиздат.
  • Подчалимова, Г.Н. (2012). Развитие самообразователъной компетентности студентов в процессе проектной деятельности. Ученые записки: электронный научный журнал Курского государственного университета. No.4 (24) T.1
  • Равен, Д. (1999). Компетентность в современном обществе. Москва: Когито-Центр.4
  • *Note: This paper was presented as oral presentation in 3rd International Conference on Lifelong Learning and Leadership for All - ICLEL-17 between 12-14 September 2017 in Porto, Portugal.
Yıl 2017, Cilt: 3 Sayı: 2, 39 - 46, 01.06.2017

Öz

Kaynakça

  • Apsalons, E. (2013). Komunikatīvā kompetence: kā saprasties un veidot attiecības. Rīga: Zvaigzne.
  • Berenson, S.B. (2012). Improving Teacher Practice with Action Learning. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 112 – 122.
  • Biesta, G. (2011). Disciplines and theory in the academic study of education: A Comparative Analysis of the Anglo_American and Continental Construction of the Field. Pedagogy, Culture and Society, Vol. 19, No. 2.
  • Biesta, G. (2009).Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evalution and Accountability. 21, no.1, 33 – 48.
  • Collinson, V. (2012). Rethinking Selection and Professional Development for Teachers/Leaders by Learning from Exemplary Teachers. Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds I.Ţogla, L.Rutka, 58 – 73.
  • Berliner, D.C. (2005). The near impossibility of testing for teacher quality. Journal of Teacher Education, 56, No, 205 – 213.
  • Day, C., Elliot, B., & Kington, A. (2005) Reform, standarts and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21 (5), 563 – 567.
  • Delandshere, G. & Arens, S.A. (2001). Representations of teaching and standards-based reform: are we closing the debate about teacher education? Teaching and Teacher Education. 17, 547 – 566.
  • Devitt, A., Oldham, E., & Kerin, M. (2012). Beginning a Career of learning about Learning: a Case Study of Student Teachers in an Initial Teacher Education Progamme in Ireland. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 283 – 296.
  • Friedman, Thomas L. (2007). The World is Flat 3.0: A Brief History of the TwentyFirst Century, Picador, London.
  • Fransson, G. (2012). Head Teachers on Evaluating Newly Qualified Teachers’ Competencies: What to Focus on and How. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 74 – 90.
  • Goodwin, A.L. & Oyler, C. (2008). Teacher educators as gatekeeper. In Handbook of research on teacher education: enduring questions in changing contexts. (3rd. ed.), eds. M.Cochran- Smith, S. Feiman-Nemser & J.D. Mclntyre, 468 -489. New York: Routledge.
  • Gopinathan, S., Tan, S., Fang, Y., Ponnusamy, L.D., Ramos, C., & Chao, E. (2008).Transforming teacher education: Redefining professionals for 21 st century schools. Singapore: National Institute of Education.
  • Imig, D.G. & Imig, S.R. (2008). From traditional certification to competitive certification. In Handbook of research teacher education: enduring questions in changing contexts (3.ed.), eds. Cochran-Smith, Marilyn, Feiman-Nemser, Sharon & Mclntyre, D. John, 886 -907. New York: Routledge.
  • Korthagen, F.J., Lughran, J. & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22, 1020 -1041.
  • Kozminsky, L. (2012). Professional Identity of Teacher Educators in a Changing Reality. In Teachers’ Life – cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 12 – 19.
  • Macke, G.,Hanke, U., Viehmann, P. (2008) . Hochschuldidaktik. Lehren, vortragen, prüfen. Beltz Verlag, Weinheim und Basel.
  • Robinsons, K.(2013). Ne tikai ar prātu: Mācāmies būt radoši. Rīga: Zvaigzne ABC.[ Ken Robinson OUT of OUR MINDS Learning to be Creative ]
  • Eichorst, A. (1998). Selbststäntigkeit im Unterricht. München.
  • OECD (2013). OECD SkillsOutlook 2013: First Results from the Survey of Adult Skills, OECD Publishing. http://dx.doi.org/10.1787/9789264204256-en
  • Osborne, M. (2010). Key Competences for Adult Learning Professional. Retrieved from http://www.realrpl.eu/media/realrpl/documents/Key%20Competences %20for% 20AE%20Professionals%20Mike%20Osborne.pdf
  • Perrenoud, P. (2004). L’universiteentretransmissiondesavoirsetdeveloppementde competences. Geneve.
  • Universite de Geneve.
  • Rodgers, C. (2002). Defining Reflection: Another Look at John Dewey and Reflective Thinking. Teachers College Record, Vol. 104, No. 4, 842- 866.
  • Rutka, L. (2009) Pedagoga psiholoģiskā kompetence. Latvijas Universitātes raksti: Pedagoģija un skolotāju
  • izglītība, 747. sējums, 170 – 181.lpp. Rīga: Latvijas Universitāte.
  • Samuseviča, A. (2012). Support for the New Teacher in Professional Adaptation at School. Mokytoju rengimas XXI amžiuje: pokyyčiai ir perspektyvos. X tarptautines mokslines konferencijps medžiaga, 70 -75.Šiauliu: Šiauliu universiteto leidykla.
  • Samuseviča, A., Striguna, S. (2014). Pre –Service Teachers’ Professional Socialization. In Socialinis ugdymas: postmodernios visuomenes iššūkiai vaiku ir jaunimo socializācijai. VII Recenzuojamas testinis mokslo straipsniu rinkinys.Vilnius: BMK Leidykla, 39- 46.
  • Schein, E. H. (1993). Career anchors: Discovering your values. San Francisko: Pfeiffer.
  • Schulz, D. (2012). Practice in Teacher Education: Preparing Teachers for Work and Life in an Educational Community. In Teachers’ Life –cycle from Initial Teacher Education to Experienced Professional. ATEE 2011 Annual Conference Proceedings, eds. I.Ţogla, L.Rutka, 182 – 196.
  • Špona, A. (2001). Audzināšanas teorija un prakse. Rīga: RaKa.
  • Špona, A. (2014). Jauni principi audzināšanā. Teorija un prakse mūsdienu sabiedrības izglītībā. VII Starptautiskās zinātniskās konferences rakstu krājums, 188-193. Rīga: RPIVA.
  • Tatur, Y.G. (2004). Competency-based approach in the describing the results and design of higher education standards. Proceedings of the second meeting of the methodological seminar. Moscow.
  • Zaire-Beck, E.S., Solyannikov Y.V. (2000).Technology of teaching the research activity as a factor in high- quality training of researchers at the Pedagogical University. In Preparation of specialist in the field of education: research and organizational problems of training the highly qualified personnel: a collective monograph. St.Petersburg: Harzen State Pedagogical University, Issue IX, 96-114. Виготский, Л.С. (1984). Речь и мышление. Москва: Просвещение. Дахин, А. Н. (2009). Моделирование компетентности участников открытого образования. Москва:
  • НИИ школьных теxнологий. Леонтьев, А.Н. (1977). Деятельность. Сознание. Личность. Москва: Политиздат.
  • Подчалимова, Г.Н. (2012). Развитие самообразователъной компетентности студентов в процессе проектной деятельности. Ученые записки: электронный научный журнал Курского государственного университета. No.4 (24) T.1
  • Равен, Д. (1999). Компетентность в современном обществе. Москва: Когито-Центр.4
  • *Note: This paper was presented as oral presentation in 3rd International Conference on Lifelong Learning and Leadership for All - ICLEL-17 between 12-14 September 2017 in Porto, Portugal.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA34TG77SH
Bölüm Araştırma Makalesi
Yazarlar

Alīda Samusevıča Bu kişi benim

Santa Strıguna Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2017
Gönderilme Tarihi 1 Haziran 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 3 Sayı: 2

Kaynak Göster

APA Samusevıča, A., & Strıguna, S. (2017). The Development of Teachers’ Pedagogical Competence in the Process of Self-education at the University. International Journal on Lifelong Education and Leadership, 3(2), 39-46.