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2 Педагогічні науки: теорія, історія, інноваційні технології

2 Пшенична Л.

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ВПЛИВ РЕЙТИНГУ НА ІМІДЖ ВИКЛАДАЧА

100%

Пшенична Л.

nr 6(40)

237-247

The article focuses on determining the impact of basic components and mechanisms of rating on higher school teacher’s image. Pedagogical activity has always been and continues to be social and educational activity, as a teacher does not only shape personality of a student, but also society as the whole. Shaping the society and participating in transduction of scientific and technical knowledge, moral and common cultural representations, a teacher forms himself as a personality. That is a teacher is one of the crucial characters in shaping the society. The main pedagogical professional competence criteria are: business initiative, innovative nature of thinking, communicative competence, information culture and the ability to evoke sympathy, influence others in a positive way, contribute establishment of psychological comfort and trust. However, not only professional knowledge and pedagogical creativity ensure high achievements in the field of educational activity, but also ability to attract to oneself others, and consequently – to create one’s own image. It is concluded that in the rating assessment of pedagogical activity of the teacher the emphasis is placed on quantitative indicators of his performance, which should be supplemented by qualitative criteria of teaching activities: teacher’s skills to read lecture, his ability to implement modern teaching technologies: information, remote, problem, etc, pedagogical technique, the weight of scientific achievements: developed scientific technology, methods, systems, reputation among students, etc. It is stressed that new methodology for the assessment should consider, first of all, criteria, answering the question: how scientific-pedagogical staff have fulfilled the teaching task, what results have they got in their scientific field, have they worked with the student group as mentors, what is the attitude expressed to them by the students, what universal qualities are habitual to the personality, what are the strengths and weaknesses of the teacher and so on and only after that – the teaching load, the number of published scientific articles, the number of interviews or evenings spent in the hostel and others, because the rating of the teacher is a direct measure of the growth of his image.

ПІСЛЯДИПЛОМНА ОСВІТА – СУЧАСНІ ТЕНДЕНЦІЇ ПРОГРЕСУ

100%

Пшенична Л.

nr 3(57)

439-448

Any amount of knowledge can became a dead weight and get outdated in our fast-paced world, if we don’t teach administrators and teachers to use this knowledge and gain it independently. The first and the most effective indicator of professional development is in-service training, which gives one an opportunity to gain additional knowledge in management, as well as basic specialization and improve professional skills, based on reflections on one’s own professional activity. It is clear that in-service training (adult education) has a plethora of acute problems, which pass through all its structure at different levels namely state, regional, institutional, administrative, faculty and student level. The system of in-service pedagogical training due to its content, forms and peculiarities has an unrivaled significance for becoming and improving of administrators and teachers as professionals. For this reason, further development of teachers’ innate creative abilities, as well as those formed during formal pedagogical education is carried out. This process is rather long-term, for it starts since the first days of young teacher’s career and lasts all through teacher’s professional activity. Creative development in the system of in-service education is peculiar for the fact that the aforementioned development becomes possible due to gaining professional experience by teachers, which influences creative potential of administrators as well as teachers, encourages activation of conscious, motivated, diligent self-improvement. Modern system of in-service training is centered on providing the best theoretical knowledge and practice, that is why essential competences in the system of in-service pedagogical education form teacher’s as well as administrator’s informational competence, ability to think creatively, construct their knowledge independently, analyze the results of their activity and utilize them on practice, create their own projects and presentations. Control module should include assessment of gained competences. It demonstrates and confirms that a pedagogical worker has acquired all the required competences and is able to perform all the necessary pedagogical and managerial tasks. Competencies acquired during training course by administrative and teaching workers are the indicators of quality of in-service pedagogical education.