Professional development of the specialist in the adults education system : criteria and levels of professional development of the specialist in the sample of district (city) methodical office (сenter)

Kravchynska, Т. (2020) Professional development of the specialist in the adults education system : criteria and levels of professional development of the specialist in the sample of district (city) methodical office (сenter) . Publishing House “Baltija Publishing”, с. Riga, Latvia. ISBN 978-9934-588-38-9

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Abstract

Features of the modern stage of civilization development of humankind, in particular globalization, integration, informatization, fundamentally change the educational paradigm, posing new requirements for the specialist of the new formation, the level of his professionalism and creativity. The declared model of education of the XXI century is education for sustainable development. The philosophical basis is the philosophy of human-centrism and existentialism. This is aimed at training the «network person» (V. Kremen) and explicates in the demanded by society professional qualification and personal characteristics, functional duties, professional qualities and capacity of the specialist, innovative areas (methodological, educational, methodological, organizational-content, etc.) and principles of his professional and pedagogical activity. Modern pedagogical worker іs an expression of socio-cultural transformation processes, must meet the requirements of humanitarian, social, scientific and technological progress, have a broad general and professional ideology, a system of professional, moral, spiritual, cultural and national values and ideals, be inculcated in order to be customized social norm, aspire to continuous professional development throughout life. The current stage of reforming the general secondary education and the requirements imposed on pedagogical workers of district methodical offices, is characterized by significant updating of methodological foundations, strengthening the development of teachers' personal focus on self-education and self-development. The need to understand the complex phenomena of professionalization of the teacher as a dynamic process of development of skill and professionalism is actualized. Object of research: Professional development of specialist in the adult education system. Subject of research: determination of criteria and levels of professional development of specialists (on a sample of methodological specialists of the D(C)VO(C). Purpose of the research: theoretical substantiation and experimental verification of criteria and levels of professional development of specialists (on a sample of methodological specialists of the D(C)VO(C)). Objectives of the research: 1. Determination of the stages of professional development of methodologists of the D(C)VO(C). 2. Defining the criteria for the professional development of methodologists of the D(C)VO(C) 3. To determine the indicators of professional development of methodologists of the D(C)VO(C) 4. Determination of the levels of professional development of methodological specialists D(C)VO(C). 5. Experimentally check the criteria and levels of professional development of specialists of the D(C)VO(C). Stages: Stage I. Determination of the stages of professional development of methodologists of the district methodical offices. To cover the scientific and theoretical achievements concerning the stages of the professional development of methodologists of the D(C)VO(C), outline the position of professional formation and development of teachers at each of the stages of professional development, to generalize the psychological and pedagogical experience of scientific understanding of professional development. The concepts of «professiogenesis», «professional development» and the analysis of the stages of the professiogenesis of methodologists of district (city) methodical offices (centers) were studied, taking into account the formation of professional installations at each of them. Stage II. To determine the criteria for the professional development of methodologists of the D(C)VO(C). To identify and substantiate the main criteria for professional development of methodologists of district methodical offices in the process of professional development. The cognitive, praxeological and motivational criteria, which in our opinion most fully reveal the essence of professional development of methodologists of district (city) methodical offices (centers) in the conditions of continuous postgraduate education in the dimension of modern society, are defined and characterized. Stage III. To determine the indicators of professional development of methodologists of the D(C)VO(C). Stage IV. Determination of professional development levels of methodological specialists of the D(C)VO(C). Stage V. Definition of psychodiagnostic methods, conducting of questioning, processing of results, formation of conclusions.

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