Psycho-educational support and development of pedagogical skills of teachers in higher education institutions with special learning conditions
Keywords:
pedagogical skills of a teacher of higher education, advanced training of scientific and pedagogical staff, quality of education, psycho-pedagogical support, interaction, self-organization, self-development, practicumSynopsis
Chapter 10 proves that the knowledge and consideration of subjective, i.e. internal mental and psycho-pedagogical personal characteristics is of particular importance in the process of professional training of the future police officer. From such positions, the essence and features of psycho-pedagogical support and development of pedagogical skills of teachers of higher education institutions with special learning conditions are specified. An analysis of the development of methodological principles and methodological specifics of psycho-pedagogical support and the development of pedagogical skills of teachers of higher education institutions with special learning conditions was carried out; the main directions of implementation of psycho-pedagogical support of teachers are determined, with the coverage of theoretical provisions, methods and psycho-pedagogical technologies; on the example of practical-research work, the specifics of the implementation of a psycho-pedagogical workshop for teachers of higher education institutions with special learning conditions are highlighted; the importance and prospects for the introduction of a system of psycho-pedagogical support and the development of pedagogical skills of teachers of higher education institutions with special conditions of learning based on a synergistic approach are determined.
References
Medvedieva, O. V. (2022). Psykholohiia boiovoho stresu yak napriam profesiino-psykholohichnoi pidhotovky politseiskykh. Zabezpechennia psykholohichnoi dopomohy v sektori syl oborony Ukrainy, 70–72.
Pro Natsionalnu politsiiu (2015). Zakon Ukrainy No. 580-VIII. 02.07.2015. Available at: https://zakon.rada.gov.ua/laws/show/580-19#Text
Goulman, D. (2010). Emotcionalnyi intellekt na rabote. Moscow: AST: AST MOSKVA; Vladimir: VKT, 476.
Mendius, R., Khanson, R. (2013). Mozg i schaste. Zagadki sovremennoi neiropsikhologii. Moscow: Eksmo, 320.
Semenova, A. (2016). Value measurement of the experience of subjects of pedagogical action. Odesa: Bondarenko M. O., 436. Available at: https://www.pedagogic-master.com.ua/public/semenova/tsinisnyi_vymir.pdf
Eshbi, U. R.; Uspenskii, V. A. (Ed.) (1996). Vvedenie v kibernetiku. Moscow: Izd-vo URSS, 432.
Khaken, G. (1985). Sinergetika. Ierarkhiia v samoorganizuiushchikhsia sistemakh i ustroistvakh. Moscow: Mir, 456.
Ruzavin, G. (2005). Filosofiia nauki. Moscow: Iuniti, 400.
Semenova, A. (2009). Paradigmatic modeling in the training of future teachers – in Ukrainian. Odesa: Yurydychna literatura, 504. Available at: https://www.pedagogic-master.com.ua/public/semenova/paradigma.pdf
Semenova, A. (2017). Psychopedagogical support of the efficient leader of the XXI century: synergetic approach. ScienceRise: Pedagogical Education, 7 (15), 30–36. doi: https://doi.org/10.15587/2519-4984.2017.107966
Litovchenko, O. S. (2014). Soderzhanie psikhologo-pedagogicheskogo soprovozhdeniia professionalnogo zdorovia pedagoga. Molodoi uchenyi, 4, 695–697.
Kostiuk, A. V. (2011). Psykholohichni osoblyvosti emotsiinoho vyhorannia operatyvnykh psykholohiv. Odesa, 21.
Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 74, 5–12. doi: https://doi.org/10.1002/ace.7401
Loughlin, K. A. (1993). Women's Perceptions of Transformative Learning Experiences Within Consciousness-Raising. San Francisco: Mellen Research University Press, 320–321.
Cranton, P. (2006). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco: John Wiley & Sons, Inc., 240.
Taylor, E. W. (1998). The Theory and Practice of Transformative Learning: A Critical Review. Information Series no. 374. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University.
Cranton, P., King, K. P. (2003). Transformative Learning as a Professional Development Goal. New Directions for Adult and Continuing Education, 2003 (98), 31–38. doi: https://doi.org/10.1002/ace.97
Lysaker, J., Furuness, S. (2011). Space for transformation: Relational, dialogic pedagogy. Journal of Transformative Education, 9 (3), 183–187. doi: https://doi.org/10.1177/1541344612439939
Fletcher, S. (2007). Mentoring adult learners: Realizing possible selves. New Directions for Adult and Continuing Education, 2007 (114), 75–86. doi: https://doi.org/10.1002/ace.258
Kligyte, G. (2011). Transformation narratives in academic practice. International Journal for Academic Development, 16 (3), 201–213. doi: https://doi.org/10.1080/1360144x.2011.596703
Grabove, V. (1997). The Many Facets of Transformative Learning Theory and Practice. New Directions for Adult and Continuing Education, 1997 (74), 89–96. doi: https://doi.org/10.1002/ace.7410
Kegan, R. (2000). What "form" transforms? A constructive-developmental approach to transformative learning. Mezirow & Associates Learning as Transformation: Critical Perspectives on a Theory in Progress. San Francisco: Jossey Bass.
O’Sullivan, E. (2003). Bringing a perspective of transformative learning to globalized consumption. International Journal of Consumer Studies, 27 (4), 326–330. doi: https://doi.org/10.1046/j.1470-6431.2003.00327.x
Bamber, P., Hankin, L. (2011). Transformative learning through service‐learning: no passport required. Education + Training, 53 (2/3), 190–206. doi: https://doi.org/10.1108/00400911111115726
Boyd, R. D., Myers, J. G. (1988). Transformative education. International Journal of Lifelong Education, 7 (4), 261–284. doi: https://doi.org/10.1080/0260137880070403
Eschenbacher, S., Fleming, T. (2020). Transformative dimensions of lifelong learning: Mezirow, Rorty and COVID-19. International Review of Education, 66 (5-6), 657–672. doi: https://doi.org/10.1007/s11159-020-09859-6
Cranton, P. (Ed.) (1997). Transformative Learning in Action: Insights from Practice. New Directions for Adult and Continuing Education. No. 74. San Francisco: Jossey-Bass.
Hof, C.; Laros, A., Fuhr, T., Taylor, E. W. (Eds.) (2017). Is there space for Bildung and transformative learning in the lifelong learning discourse? Transformative learning meets Bildung: An international exchange. Rotterdam: Sense Publishers, 269–278. doi: https://doi.org/10.1007/978-94-6300-797-9_22
Bondarenko, V., Semenova, A. (2020). Targets of strategic development of educational policy of ukraine under integration into the european educational area: social and personal dimensions of cultural and historical integrity. Education: Modern Discourses, 3, 13–26. doi: https://doi.org/10.37472/2617-3107-2020-3-02
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass, 247.
Pokalchuk, O. (2021). Borshch iz kalmara. Dzerkalo tyzhnia. Available at: https://zn.ua/ukr/SOCIUM/borshch-iz-kalmara.html
Dasl, Y., Martin, T. W. (2021). Netflix’s ‘Squid Game’ Is the Dystopian Hit No One Wanted – Until Everyone Did. The Wall Street Journal Updated. Available at: https://www.wsj.com/articles/netflixs-squid-game-is-the-dystopian-hit-no-one-wanteduntil-everyone-did-11633183200
Ziaziun, I. A. (2000). Pedahohika dobra: idealy i realii. Kyiv: MAUP, 312. Available at: https://www.pedagogic-master.com.ua/public/Pedagogika_dobra.pdf
Ziaziuna, I. A. (Ed.) (2008). Pedahohichna maisternist. Kyiv: Bohdanova A. M., 376. Available at: https://www.pedagogic-master.com.ua/public/PM_Zyazyun.pdf
Semenova, A. V. (2015). Pedagogical skills I. A. Zyazyuna – A beacon for teachers by vocation. Problemy ta perspektyvy formuvannia natsionalnoi humanitarno-tekhnichnoi elity, 42 (46), 56–65. Available at: http://repository.kpi.kharkov.ua/bitstream/KhPI-Press/15283/1/Elita_2015_42_Semenova_Pedagogical.pdf
Kremen, V. (2018). Filosofsko-pedahohichna spadshchyna akademika Ivana Ziaziuna v konteksti modernizatsii osvity. Filosofiia i psykholohiia pedahohichnoi dii. Estetyka i etyka pedahohichnoi dii, 17, 9–19.
Lavrinenko, O. A. (2008). Istoriia pedahohichnoi maisternosti: Navchalnyi posibnyk dlia studentiv, pedahohichnykh VNZ, aspirantiv, vchyteliv. Kyiv: Bohdanova A. M., 328. Available at: https://www.pedagogic-master.com.ua/public/Lavrinenko.pdf
Freire, P. (2003). Pedahohika pryhnoblenykh. Kyiv: Yunivers, 166.
Prohrama vdoskonalennia vykladannia u vyshchii osviti. Available at: https://www.britishcouncil.org.ua/programmes/education/teaching-excellence-programme
Downloads
Pages
175–192
Published
March 31, 2023
Categories
Copyright (c) 2023 Alla Semenova, Andrii Kostiuk
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Details about the available publication format: PDF
PDF
ISBN-13 (15)
978-617-7319-67-1
Details about the available publication format: Hardcover
Hardcover
ISBN-13 (15)
978-617-7319-68-8
How to Cite
Semenova, A., & Kostiuk, A. (2023). Psycho-educational support and development of pedagogical skills of teachers in higher education institutions with special learning conditions. In QUALITY PARAMETERS OF HIGHER EDUCATION OFFICERS OF THE NATIONAL POLICE IN THE CONDITIONS OF IMPERATIVE HUMAN-SCALE VALUES (pp. 175–192). Kharkiv: TECHNOLOGY CENTER PC. https://doi.org/10.15587/978-617-7319-67-1.ch10
