TECHNOLOGY OF SELF-MANAGEMENT IN TEACHER’S PROFESSIONAL DEVELOPMENT
References: 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2017, www.sgemsocial.org, SGEM2017 Conference Proceedings, ISBN 978-619-7408-21-8 / ISSN 2367-5659, 24 - 30 August, 2017, Book 3, Vol 4, 601-608 pp, DOI: 10.5593/sgemsocial2017/34/S13.077
Modern educational system needs a communicative and self-organized teacher capable to think flexibly. In our opinion, teachers’ professional development consists not only in subject and professional-pedagogical knowledge improvement, but also in motivation for professional -personal development.
Nowadays labour optimization depends on many factors, one of which is organization competence. To learn to manage yourself effectively and by own opportunities is not a simple task, however, by means of specific technologies it can be successfully solved. Teachers mastering self-management technology can organize their work efficiently, reduce the influence of stressful situations and learn to find time for rest. The critical review of educational management institutions allowed revealing the main contradiction between requirement of educational institutions for teachers with skills of self-management on the one side, and insufficient pedagogical maintenance of this technology in educational environment on the other side. The issues connected with professional self-management were reflected in the works of foreign and Russian researches: F. O’Connell, S. Kovi, E.V. Illarionova, P.G. Pererva, A.A. Sakun. Self-management technology will allow teachers to summarize achievements, create individual way of professional-personal development, effectively use the opportunities in goal achievement as it represents self-organization, self-development and effective use of own resources, ability to operate yourself. To study self-management formation skills the pilot study was conducted where 127 teachers of Yakutsk schools and 38 teachers of North-Eastern Federal University named after M. K. Ammosov took place. Research results allowed defining the criteria and levels of self-management formation skills of interviewed educators. We developed and realized the program for beginning teachers "Self-management skills", using the following methods: "Time-study", "The Alps", "Pareto’s principle", "Eisenhower’s Principle" and business games, trainings, game exercises, etc. We consider that teacher’s self-management is carried out applying scientific and methodical works, reciprocal visiting of classes, design and implementation of projects, portfolio introduction and self-development. As recommendations on introduction teacher’s self-management technology in the terms of educational environment it is necessary to consider teachers’ personal and professional qualities, by means of carrying out psychology and pedagogical diagnostics and self-education; apply forms and methods of teachers’ psychological-methodical support aimed at the development of a teacher-manager with positive dynamics of professional and personal development.
Undoubtedly, this problem is urgent, and so the research demonstrated validity in further development of approaches, methods and technologies for teachers’ professional and personal development.
Keywords: self-management technology, teacher’s professional development, psychology and pedagogical diagnostics, time management, self-management methods of teaching.
PAPER DOI: 10.5593/sgemsocial2017/34/S13.077 ; TECHNOLOGY OF SELF-MANAGEMENT IN TEACHER’S PROFESSIONAL DEVELOPMENT
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