Personality aspect of professional activities of a higher school teacher

Simple item page
dc.citation.epage20
dc.citation.issue1
dc.citation.journalTitleUkrainian Journal of Educational Research
dc.citation.spage15
dc.citation.volume2
dc.contributor.affiliationLviv Polytechnic National University
dc.contributor.authorKozlovskyi, Yurii
dc.contributor.authorKravets, Svitlana
dc.coverage.placenameLviv
dc.date.accessioned2018-10-02T08:23:18Z
dc.date.available2018-10-02T08:23:18Z
dc.date.created2017-02-20
dc.date.issued2017-02-20
dc.description.abstractThe article clarifies the fact that the issue of studying the personality development of higher school teachers in the context of their professional activity is relevant. Readiness for professional activity is considered as a system characterized by appropriate coefficients, the complex consideration of which allows obtaining reliable information about the real level of teachers’ professional work. It is expedient to present the features of the professional teaching staff of higher educational institutions in three categories: a practising teacher, a teacher-researcher and a scientist in the field of specialization of an educational institution. The higher school teachers’ scientific and pedagogical activities in the context of modern morality are an important component of their professional competence, substantially affecting the results of their teaching and research activities. It is considered as the realization of the idea of humanization of science and education.
dc.format.extent15-20
dc.format.pages6
dc.identifier.citationKozlovskyi Y. Personality aspect of professional activities of a higher school teacher / Yurii Kozlovskyi, Svitlana Kravets // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 15–20.
dc.identifier.citationenKozlovskyi Y. Personality aspect of professional activities of a higher school teacher / Yurii Kozlovskyi, Svitlana Kravets // Ukrainian Journal of Educational Research. — Lviv : Lviv Politechnic Publishing House, 2017. — Vol 2. — No 1. — P. 15–20.
dc.identifier.urihttps://ena.lpnu.ua/handle/ntb/42894
dc.language.isoen
dc.publisherLviv Politechnic Publishing House
dc.relation.ispartofUkrainian Journal of Educational Research, 1 (2), 2017
dc.relation.references[1] Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: a qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86.
dc.relation.references[2] Honcharenko, S. U. (2000). Zmist zahalnoi osvity i yii humanitaryzatsiia. Neperervna profesiina osvita: problemy, poshuky, perspektyvy [The content of the general education and its humanization. Long life education: problems, research, perspectives]. Kyiv, Ukraine: VIPOL.
dc.relation.references[3] Kozlovskyi, Yu. M. (2009). Naukova diialnist vykladacha vyshchoho navchalnoho zakladu: moralno-relihiinyi aspekt [Scientific activity of a higher school teacher: a moral and religious aspect]. Novi tekhnolohii navchannia: spets. vypusk: Dukhovno-moralne vykhovannia i profesionalizm osobystosti v suchasnykh umovakh, 60, 119–123.
dc.relation.references[4] Król, R. W. (2008). Duchowość nauczyciela akademickiego [Spirituality of an academic teacher]. Catholic Pedagogy, 2, 200–207.
dc.relation.references[5] Król, R. W. (2015). Model nauczyciela szkoły wyższej i jego przygotowania zawodowego [Model of a higher school teacher and his professional preparation]. Przemyśl, Poland: Scientific Publisher of the Society of Friends of Science.
dc.relation.references[6] Marchuk, M. H. (2003). Aksiolohichnyi potentsial naukovoho znannia: poniattia, struktura, sposib aktualizatsii [Axiological potential of scientific knowledge: concept, structure, way of updating]. (Dissertation abstract, Taras Shevchenko Kyiv National University, Kyiv, Ukraine). Retrieved from http://library.nuft.edu.ua/ebook/file/09.00.09MMGSSA.pdf
dc.relation.references[7] Subbarayudu, N., & Babu Praveen Kumar, S. (2013). Role of a teacher in education at 21st century. Conflux Journal of Education, 1 (2), 105–111.
dc.relation.references[8] Svidzynskyi, A. (2009). Synerhetychna kontseptsiia kultury [Synergetic concept of culture]. Lutsk, Ukraine: Volyn Regional Publishing House.
dc.relation.references[9] Zatoń, K. (2014). Ewaluacja jakości kształcenia nauczycieli akademickich [Evaluation of the quality of education of academic teachers]. Rozprawy naukowe Akademii Wychowania Fizycznego we Wrocławiu, 45, 17–24.
dc.relation.references[10] Zhuravska, L. M., & Zhuravskyi, V. L. (2000). Vykladach yak kerivnyk samostiinoi diialnosti studentiv [A teacher as a manager of students’ selfstudy activities]. Teoretychno-metodychni problemy navchannia i vykhovannia, 38–45.
dc.relation.references[11] Zimny, J. (2015). Samokształcenie pedagogów drogą ku efektywności pracy opiekuńczo-wychowawczej [Selfstudy of pedagogues towards increasing the effectiveness of caregiving and education]. Catholic Pedagogy, 17(2),16–32.
dc.relation.references[12] Żmijewska, E. (2014). Dialog międzykulturowy priorytetem w kształceniu nauczycieli [Intercultural dialogue as a priority in education of teachers]. Yearbook of the Academy of Pedagogical Sciences, LXVII, 51–61.
dc.relation.references[13] Żukowska, Z. (2012). Potrzeba pedagogizacji nauczycieli akademickich w świetle etyki zawodu. [The need to educate higher school teachers in the light of professional ethics]. Studia Dydaktyczne, 24, 47–54.
dc.relation.referencesen[1] Aspfors, J., & Fransson, G. (2015). Research on mentor education for mentors of newly qualified teachers: a qualitative meta-synthesis. Teaching and Teacher Education, 48, 75–86.
dc.relation.referencesen[2] Honcharenko, S. U. (2000). Zmist zahalnoi osvity i yii humanitaryzatsiia. Neperervna profesiina osvita: problemy, poshuky, perspektyvy [The content of the general education and its humanization. Long life education: problems, research, perspectives]. Kyiv, Ukraine: VIPOL.
dc.relation.referencesen[3] Kozlovskyi, Yu. M. (2009). Naukova diialnist vykladacha vyshchoho navchalnoho zakladu: moralno-relihiinyi aspekt [Scientific activity of a higher school teacher: a moral and religious aspect]. Novi tekhnolohii navchannia: spets. vypusk: Dukhovno-moralne vykhovannia i profesionalizm osobystosti v suchasnykh umovakh, 60, 119–123.
dc.relation.referencesen[4] Król, R. W. (2008). Duchowość nauczyciela akademickiego [Spirituality of an academic teacher]. Catholic Pedagogy, 2, 200–207.
dc.relation.referencesen[5] Król, R. W. (2015). Model nauczyciela szkoły wyższej i jego przygotowania zawodowego [Model of a higher school teacher and his professional preparation]. Przemyśl, Poland: Scientific Publisher of the Society of Friends of Science.
dc.relation.referencesen[6] Marchuk, M. H. (2003). Aksiolohichnyi potentsial naukovoho znannia: poniattia, struktura, sposib aktualizatsii [Axiological potential of scientific knowledge: concept, structure, way of updating]. (Dissertation abstract, Taras Shevchenko Kyiv National University, Kyiv, Ukraine). Retrieved from http://library.nuft.edu.ua/ebook/file/09.00.09MMGSSA.pdf
dc.relation.referencesen[7] Subbarayudu, N., & Babu Praveen Kumar, S. (2013). Role of a teacher in education at 21st century. Conflux Journal of Education, 1 (2), 105–111.
dc.relation.referencesen[8] Svidzynskyi, A. (2009). Synerhetychna kontseptsiia kultury [Synergetic concept of culture]. Lutsk, Ukraine: Volyn Regional Publishing House.
dc.relation.referencesen[9] Zatoń, K. (2014). Ewaluacja jakości kształcenia nauczycieli akademickich [Evaluation of the quality of education of academic teachers]. Rozprawy naukowe Akademii Wychowania Fizycznego we Wrocławiu, 45, 17–24.
dc.relation.referencesen[10] Zhuravska, L. M., & Zhuravskyi, V. L. (2000). Vykladach yak kerivnyk samostiinoi diialnosti studentiv [A teacher as a manager of students’ selfstudy activities]. Teoretychno-metodychni problemy navchannia i vykhovannia, 38–45.
dc.relation.referencesen[11] Zimny, J. (2015). Samokształcenie pedagogów drogą ku efektywności pracy opiekuńczo-wychowawczej [Selfstudy of pedagogues towards increasing the effectiveness of caregiving and education]. Catholic Pedagogy, 17(2),16–32.
dc.relation.referencesen[12] Żmijewska, E. (2014). Dialog międzykulturowy priorytetem w kształceniu nauczycieli [Intercultural dialogue as a priority in education of teachers]. Yearbook of the Academy of Pedagogical Sciences, LXVII, 51–61.
dc.relation.referencesen[13] Żukowska, Z. (2012). Potrzeba pedagogizacji nauczycieli akademickich w świetle etyki zawodu. [The need to educate higher school teachers in the light of professional ethics]. Studia Dydaktyczne, 24, 47–54.
dc.relation.urihttp://library.nuft.edu.ua/ebook/file/09.00.09MMGSSA.pdf
dc.rights.holder© Національний університет „Львівська політехніка“, 2017
dc.rights.holder© Kozlovskyi Yu., Kravets S., 2017
dc.subjecthigher school
dc.subjectteacher
dc.subjectprofessional activity
dc.subjectpersonality aspect
dc.subjectpersonality
dc.subjectreadiness for professional activity
dc.subjectteacher-practitioner
dc.subjectteacher-researcher
dc.subjectscientist in the field
dc.subjectscientific and pedagogical activity
dc.titlePersonality aspect of professional activities of a higher school teacher
dc.typeArticle

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Ukrainian Journal of Educational Research. – 2017. – Vol. 2, No. 1