- Лучанінова, Ольга Петрівна (orcid.org/0009-0005-2205-547X) (2023) A transdisciplinary approach to improving the qualifications of higher school teachers in the conditions of martial law and the post-war period Image of the Modern Pedagogue, 5 (212). pp. 54-62. ISSN 2522-9729
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Abstract
Education is a continuous process where a person adapts most quickly. The teacher rethinks his/her role in the educational process and readiness for qualitative changes, first of all, in himself/herself. Traditional professional development of higher education teachers is being rethought today. The author reveals the importance of a transdisciplinary approach to teacher training. Having a professional activity as a basis, the teacher understands that in the current reality - war, destroyed institutions, online education – it is necessary to constantly change and meet the social order of society and the requirements for student training. Note that under martial law, there are conditions for the functioning of the educational space of higher education institutions – digitalization, blended learning, and the peculiarities of online communication between participants in the educational process. These conditions are simultaneously elements of the teacher adaptation to external and internal changes. New formats of roundtables, scientific festivals, forums, traditional conferences, and summer schools with international participation are an interesting form of professional development for teachers. The transdisciplinary approach allows teachers to combine disciplines, acquire additional knowledge and skills to expand their professional capabilities and career growth. The purpose The problem of teacher training in martial law and the postwar period requires a qualitatively new vision, organization, and approach. To substantiate the transdisciplinary approach to teacher training and the role of this process in martial law and the postwar period; to reveal the self-education of a higher education teacher as an individual form of professional development (participation in forums); and to clarify the concept of "teacher self-education" through a transdisciplinary approach. The article analyzes and synthesizes scientific and pedagogical literature on the research topic; the regulatory documents on the professional development of scientific and pedagogical staff of the new secondary and higher schools were studied; the conclusions are summarized. Theoretical significance. A number of concepts on this topic have been clarified. The individual form of teacher's self-education is a synthesis of knowledge and skills of his/her educational, cultural, and professional levels, complementarity and development of the teacher's spiritual and professional culture, aimed at professional and cultural self-realization of his/her personality, optimal identification of potential creative forces. A teacher should always be in continuous self-knowledge and self-improvement. The author provides an example of such an individual form as participation in forums. The practical significance is the description of the work of forums that contribute to the improvement of the teacher's qualifications as a professional and a person. The teacher's desire for self-education is a part of huitagogy, the philosophy of which is the ability to learn what is necessary to meet the needs of the individual and society.
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