DEVELOPMENT OF A TEACHER-PHILOLOGIST’S PROFESSIONALISM IN THE CONDITIONS OF NON-FORMAL AND INFORMAL EDUCATION
Abstract
The article highlights the development peculiarities of a teacher-philologist’s professionalism in the conditions of non-formal and informal learning. Reformation changes in the Ukrainian educational space provide the pedagogical workers’ professional development, increase motivation and quality of their activities. Therefore, taking into account the key provisions of the New Ukrainian School Concept, the problem of the need for the implementation of personally oriented and competent training, the creation of conditions for teacher’s non-formal and informal education with the aim to develop of his/her professionalism is actualized. It is proved that in connection with modification in the conceptual paradigm of educational changes in accordance with the Concept "New Ukrainian School", there is a need to strengthen the requirements for the development of the teacher-philologist’s professionalism, considering all-European, domestic standards and regional specifics. Accordingly, there is a need to diversify the forms and methods of non-formal and informal education, improve the conditions for professional and individual progress. It is determined the essence of the teacher-philologist’s professionalism as an integrative set of professional qualities, which includes value attitude to the profession, orientation for improving the professional knowledge on an interdisciplinary basis, a complex of the professional competencies (research, analytical, creative, communicative skills). It implies the orientation towards the constant professional development and self-development, formation of the ability to gradually assess their own professional activities, psychological installs for self-improvement under the conditions of formal, non-formal and informal education. In view of the increasing society requirements to professional qualities, the development of the teacher-philologist’s professionalism requires regulations in the conditions of non-formal learning and effective implementation of informal education.
Key words: professionalism, professional development, informal education, non-formal education, pedagogue, pedagogical education.
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References
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