Individual Educational Trajectory as a Way to Reveal the Potential of a Future Teacher
DOI:
https://doi.org/10.18662/rrem/13.3/458Keywords:
physical education teacher, higher education, modelling, personal and professional potential, model IDEF0, individual educational trajectoryAbstract
New social needs in education at the beginning of the XXI century are primarily associated with the peculiarities of the development of higher education, which places high demands on the personality and professional activity of a physical education teacher, in difficult conditions, when the world is at a difficult stage of development, indicated by the search for an optimal socio-economic format of coexistence in the global space. The new concept of education requires the improvement of the pedagogical activity of future teachers and their achievement of the development of a high level of personal and professional potential, taking into account the socio-economic environment in which the national concepts of preparing young people for life in a changing and unpredictable world order compete, fighting for their right to dominance.
The main purpose of the article is to form an algorithm for developing an individual educational trajectory, which is decisive in the formation of personal and professional potential of the future physical education teacher. To simplify and systematize this individual trajectory as much as possible, we used the IDEF0 functional modelling methodology, which allows us to visually see the algorithm of functioning of the studied process and the main elements that will be needed.
References
Birgitte M. (2009) Towards a new professionalism: enhancing personal and professional development in teacher education, Journal of Education for Teaching, 35:1, 77-91, DOI: https://doi.org/10.1080/02607470802587160
Barber, M., and M. Mourshed. (2007). How the world’s best-performing school systems come out on top. www.nctq.org/p/publications/docs/mckinsey_education_report.pdf
Vlasenko, I. (2016). Activation of constructive potential of teachers’ intrapersonal conflicts as а condition of their personal and professional growth. Science and Education. 42. 151-156. DOI: https://doi.org/10.24195/2414-4665-2016-5-23
Ross, S. & Maclachlan, A. & Cleland, J. (2009). Students' attitudes towards the introduction of a Personal and Professional Development portfolio: Potential barriers and facilitators. BMC medical education. 9. 69. DOI: https://doi.org/10.1186/1472-6920-9-69
Djigic, G. (2018). The relationship between personal and professional characteristics of teachers. Facta Universitatis, Series: Philosophy, Sociology, Psychology and History. DOI: https://doi.org/10.22190/FUPSPH1801001D
Mendes, A. & Dohms, K. & Lettnin, C. & Mosquera, J. & Stobäus, C. (2016). Elements for the Personal and Professional Development of Teachers. Creative Education. 07. 1444-1455. DOI: https://doi.org/10.4236/ce.2016.710150
Dohms, K, P., Lettnin, C. da C., Mendes, A. R., Mosquera, J. J. M., & Stobäus, C. D. (2014). Affectivity of University Teachers: Personal, Social and Institutional Aspects. Psychology, 5, 1783-1793. DOI: http://dx.doi.org/10.4236/psych.2014.515185
Seligman, M., & Csikszentmihalyi, M. (2000). Positive Psychology. American Psychologist, 55, 5-14. DOI: http://dx.doi.org/10.1037/0003-066X.55.1.5
Sweeney, A. & Bula, O. & Cornett, J. (2001). The role of personal practice theories in the professional development of a beginning high school chemistry teacher. Journal of Research in Science Teaching. 38. 408 - 441. DOI: https://doi.org/10.1002/tea.1012
Ivanova, Ilze & Skara-MincĿne, Rita. (2016). Development of Professional Identity During Teacher's Practice. Procedia - Social and Behavioral Sciences. 232. 529-536. DOI: https://doi.org/10.1016/j.sbspro.2016.10.073
Korkko, M., Kyro-Ammala, O & Turunen, T. (2016). Professional Development Through Reflection in Teacher Education. Teaching and Teacher Education, 55, 198-206.
Zembylas, M. (2003) Emotions and teacher identity: a poststructural perspective. Teachers and Teaching, 9(3), 213–238.
James-Wilson, S. (2001) The influence of ethnocultural identity on emotions and teaching, paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 2000
Sylkin, O., Kryshtanovych, M., Zachepa, A., Bilous, S., & Krasko, A. (2019). Modeling the process of applying anti-crisis management in the system of ensuring financial security of the enterprise. Business: Theory and Practice, 20, 446-455. DOI: https://doi.org/10.3846/btp.2019.41
Presley, A. & Liles, D. (1998). The Use of IDEF0 for the Design and Specification of Methodologies.
Serifi, V. & Dašić, P. & Ječmenica, R., Labović, D. (2013). Functional and information modeling of production using IDEF methods. Strojniski Vestnik. 55. 131-140.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education 21: 995–1006.
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187– 199. DOI: https://doi.org/10.1016/j.compedu.2007.05.001
Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81–93. DOI: https://doi.org/10.1016/j.compedu.2018.11.010
Gudmundsdottir, G. B., & Hatlevik, O. E. (2017). Newly qualified teachers’professional digital competence: Implications for teacher education. Journal of Praxis in Higher Education, Vol. 1 No. 1 (2019), 41(2), 214–231.DOI: https://doi.org/10.1080/02619768.2017.1416085
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND
