Educational Acmeology. Developmental Psychology

Izvestiya of Saratov University.

ISSN 2304-9790 (Print)
ISSN 2541-9013 (Online)

For citation:

Pautova L. E., Zharinova E. N. Acme-modeling in the Teaching Profession: Models of Productivity and Professionalism. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2020, vol. 9, iss. 4, pp. 306-316. DOI: 10.18500/2304-9790-2020-9-4-306-316

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).
Full text:
download
(downloads: 161)
Language: 
Russian
Heading: 
Educational Acmeology
Article type: 
Article
UDC: 
159.9:378
DOI: 
10.18500/2304-9790-2020-9-4-306-316

Acme-modeling in the Teaching Profession: Models of Productivity and Professionalism

Autors: 
Pautova Lyudmila E., All- Russian Science Institute of Irrigation Systems and Agricultural Water Supply “Raduga”
Zharinova Evgeniya N., Saint Petersburg State University of Veterinary Medicine
Abstract: 

The relevance of the study is determined by the fact that in the context of transformation of the education system, it is especially important for the teacher to know and understand the process of modeling educational activities with an acme-focus on the final result in the student. This presupposes that the teacher has developed professional competencies and competencies in the field of educational systems modeling and personal and professional acme-development of the student. The purpose of the study is to analyse the concept and process of acme-modeling in the teacher’s professional activity and determine its main elements as a method of developing the teacher’s productive competencies in the professional activity. The hypothesis of the study is that knowledge and implementation of the acme-modeling technology in the teacher’s professional activity contributes to the development of his/her highly productive professional competencies and the achievement of results among students as the main indicator of his/her high level of professionalism. We used the following methods: theoretical, logical, scientific and practical analysis; systematization and interpretation of research results. In accordance with the laws of the acmeological theory of fundamental education, the theory of functional systems and the acme-synergetic and socio-synergetic concept of the development of social systems, we made an attempt to identify different types of models of productive professional competencies of a teacher and to identify their characteristics, taking into account a single quality criterion for education in the system of professional education at different levels. Based on the results of the study we 1) theoretically substantiated and determined the features of acmemodeling as a method of developing teacher productivity in professional and educational activities, 2) identified and gave characteristics of invariant idealized models in the activities of a teacher, 3) clarified functional elements of the educational system activity and highlighted the interrelated structural elements for all invariant idealized models of productivity.

Key words: 
акмеологическая теория
акмемоделирование
инвариантные идеализированные модели
продуктивная компетентность
критерии качества и образ результата
Reference: 
  1. Kuz’mina N. V. Akmeologicheskaya teoriya fundamental’nogo obrazovaniya (sozidaniya dukhovnykh produktov v svoystvakh sub’’ektov obrazovaniya sredstvami uchebnykh distsiplin) [Acmeological theory of fundamental education (creation of spiritual products in the properties of education subjects by means of academic disciplines)]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2012. 382 p. (in Russian).
  2. Branskiy V. P., Pozharskiy S. D. Sotsial’naya sinergetika i akmeologiya: Teoriya samoorganizacii individuuma i sotsiuma [Social synergetics and psychology: A theory of the individual and society self-organization]. St. Petersburg, Politekhnika Publ., 2001. 159 p. (in Russian).
  3. Anan’ev B. G. Chelovek kak predmet poznaniya [Human as a subject of cognition]. St. Petersburg, Piter Publ., 2001. 288 p. (in Russian).
  4. Kuz’mina N. V., Grigorieva E. A., Yakunin V. A. et al. Metody sistemnogo pedagogicheskogo issledovaniya [Methods of system pedagogical research]. Leningrad: Izd-vo LGU, 1980. 156 p. (in Russian).
  5. Lomov B. F. Metodologicheskie i teoreticheskie problemy psikhologii [Methodological and theoretical problems of psychology]. Moscow. Nauka Publ., 1999. 350 p. (in Russian).
  6. Anan’ev B. G. O problemakh sovremennogo chelovekoznaniya [On the problems of modern study of human nature]. Moscow, Nauka Publ., 1977. 380 p. (in Russian).
  7. Leont’ev A. N. Problemy razvitiya psikhiki [Problems of mental development]. 4th ed. Moscow, Izd-vo MGU, 1981. 584 p. (in Russian).
  8. Rubinshteyn S. L. Osnovy obshchey psikhologii [Fundamentals of general psychology]. 2nd ed. Moscow, 1946. 704 p. (in Russian).
  9. Smirnov S. D. Pedagogika i psikhologiya vysshego obrazovaniya: ot deyatel’nosti k lichnosti [Pedagogy and psychology of higher education: from activity to personality]. Moscow, Aspekt Press Publ., 1995. 271 p. (in Russian)
  10. Kuz’mina N. V., Zharinova E. N. Akmeologiya razvitiya 2020. Metodologicheskie i metodicheskie problemy [Acmeology of development 2020. Methodic and methodological issues]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovanij», 2020, iss. 35, 80 p. (in Russian).
  11. Kuz’mina N. V., Zharinova E. N. Metody issledovaniya obrazovatel’nykh sistem [Educational systems research methods]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2018. 164 p. (in Russian).
  12. Kuz’mina N. V., Zharinova E. N. Acmeological approach to improving education productivity in universities. In: N. V. Kuz’mina, E. N. Zharinova, eds. Akmeologiya razvitiya 2020. Metodologicheskie i metodicheskie problemy. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2020, iss. 35, pp. 28–35 (in Russian).
  13. Kuz’mina N. V., Zharinova E. N. Ponyatie predmeta akmeologii i akmeologicheskogo sovershenstvovaniya vysshego uchebnogo zavedeniya kak funktsional’noy sistemy [The notion of the subject of acmeology and acmeological development of higher education institutions as a functional system]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2019. 28 p. (in Russian).
  14. Turchin A. S. Semioticheskaya funktsiya i protsess obucheniya [Semiotic function and the learning process]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2019. 132 p. (in Russian).
  15. Kuz’mina N. V., Zharinova E. N., Neshcheret T. V. et al. Teoreticheskie i prakticheskie akmetehnologii v fundamental’nom obrazovanii [Theoretical and practical acmetechnologies in fundamental education]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2018. 110 p. (in Russian).
  16. Kuz’mina N. V., Pozharskiy S. D., Pautova L. E. Akmeologiya kachestva professional’noy deyatel’nosti spetsialista [Acmeology of a specialist’s professional activity quality]. St. Petersburg, Ryazanskiy oblastnoy institut razvitiya obrazovaniya Publ., 2008. 375 p. (in Russian).
  17. Kuz’mina N. V., Duhovnaya M. M., Zharinov N. M., Zharinova E. N. Povyshenie produktivnosti deyatel’nosti prepodavatelya v uchebnom protsesse. Metodicheskie rekomendatsii [Increasing the productivity of teachers in the educational process. Methodological recommendations]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2018. 110 p. (in Russian).
  18. Kuz’mina N. V., Zharinov N. M., Zharinova E. N. Akmeologiya lichnostnogo rosta budushchego spetsialista v professional’noy deyatel’nosti [Acmeology of personal growth of future specialists in professional activity]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2019. 44 p. (in Russian).
  19. Mogilevkin E. A. Kar’ernyy rost: diagnostika, tehnologii, trening [Career growth: diagnostics, technologies, training]. St. Petersburg, Rech’ Publ., 2007. 336 p. (in Russian).
  20. Pautova L. E. Upravlenie delovoy kar’eroy spetsialista [Specialist career management]. Ryazan’, Izd-vo OGBOU DPO «Ryazanskiy institut razvitiya obrazovaniya», 2012. 143 p. (in Russian).
  21. Kuz’mina N. V., Sof’ina V. N. Akmeologicheskaya kontsepciya razvitiya professional’noy kompetentnosti v vuze [Acmeological concept of professional competence development in higher education]. St. Petersburg, Izd-vo NU «Centr strategicheskih issledovaniy», 2012. 200 p. (in Russian).
  22. Pomel’nikova E. A. Acmeological modelling of vocational activities as a factor of professional development. Ivzestia Volgogradskogo gosudarstvennogo pedagogicheskogo universiteta, 2018, no. 2 (125), pp. 46–49 (in Russian).
  23. Shibaeva L. M. Improving the performance of a modern university teacher. Mir nauki, kul’tury, obrazovaniya, 2017, no. 3 (64), pp. 241–242 (in Russian).
  24. Belov V. V., Zotova T. B. Possibilities of pedagogical activity modeling. Innovaton Science, 2017, no. 04-2, pp. 16–19 (in Russian).
  25. Uskova S. A. Teacher’s professional and pedagogical activity: self-determination in the space of educational standards. Chelovek i obshchestvo. 2018, no. 2 (55), pp. 140–144 (in Russian).
  26. Gutak O. Ya., Kozyrev N. A., Kozyreva O. A. Pedagogical modelling as method and technology of productive innovative solution of problems of professional and pedagogical activity. Newsletter of North-Caucasus Federal University. 2019, vol. 74, no. 5 (74), pp.154–162 (in Russian).
  27. Acquah E. O. The potential of modelling culturally responsive teaching: pre-service teachers’ learning experiences. Teaching in Higher Education, 2020, vol. 25, no. 2, pp. 157–173. DOI:  https://doi.org/10.1080/13562517.2018.1547275
  28. Acquah E. O., Szelei N., Katz H. T. Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland. British Educational Research Journal, 2020, vol. 46, iss. 1, pp. 122–139. DOI:  https://doi.org/10.1002/berj.3571
  29. Greshilova I. A., Kimova S. Z., Dambaeva B. B. Designing the model of professional development of teachers taking into account axiological imperatives of continuing education. Universal Journal of Educational Research, 2020, vol. 8, no. 3, pp. 769–777. DOI:  https://doi.org/10.13189/ujer.2020.080306
  30. Nazarov S. A. Model of improving of acmeological maturity’s level in the process of professional development of the person. Akmeology, 2017, no. 4 (64), pp. 76–78 (in Russian).
  31. Pautova L. E. Akmeologiya kachestva professional’noy deyatel’nosti [Acmeology of professional activity quality]. Kolomna, Gosudarstvennyj social’no-gumanitarnyj universitet Publ., 2016. 184 p. (in Russian)
  32. Kuz’mina N. V. Akmeologicheskaya teoriya povyshenija kachestva podgotovki specialista obrazovaniya [Acmeological theory of improving the education specialists training quality]. Moscow, ITsPKPS Publ., 2001. 144 p. (in Russian).
  33. Anokhin P. K. Uzlovye voprosy teorii fiziologii funkcional’nyh sistem [Main issues of the theory of the functional systems physiology]. Moscow, Nauka Publ., 1980. 197 p. (in Russian).
  34. Baydenko V. I. Kompetentnostny podhod k proektirovaniyu gosudarstvennyh obrazovatel’nyh standartov vysshego professional’nogo obrazovaniya (metodologicheskie i metodicheskie voprosy) [Competence approach to the design of state educational standards of higher professional education (methodic and methodological issues)]. Moscow, ITsPKPS Publ., 2005, 114 p. (in Russian).
  35. Selezneva N. A. Kachestvo vysshego obrazovaniya kak ob’ekt sistemnogo issledovaniya: Lektsiya-doklad [Quality of higher education as an object of system research: Lecture-report]. Moscow, ITsPKPS Publ., 2003, 95 p. (in Russian).
Published: 
21.12.2020