TRENDS IN EDUCATIONAL NEEDS OF TEACHERS DURING GLOBAL CHALLENGES
DOI:
https://doi.org/10.54662/veresen.1.2023.02Keywords:
professional development, educational need, situations of uncertainty, professional competences, social challenges, threatsAbstract
The article offers an analytical review of contemporary domestic and international studies concerning the significance of considering the evolving educational needs of teachers when designing professional development programs. It also explores the influence of uncertain situations arising from global social challenges and threats on the professional development of teachers, as well as their educational needs and attitudes. The article summarizes the deployment of empirical conclusions from a model. The first group of conclusions pertains to the teacher's reaction to situations of uncertainty, which includes showing tolerance to uncertainty, readiness to accept new conditions of activity, avoiding impulsive decisions, and making informed choices and actions. The second group of conclusions pertains to the role of situations of uncertainty in activating the process of professional development. The third group of conclusions focuses on the characteristics of professional and personal development as an acmeological phenomenon. It was found that development under the influence of uncertainty occurs irreversibly, following non-linear laws of phase transition. As a result of such a transition, a new, undefined (unpredicted) identity is formed, capable of achieving the highest (synergistic) level of development.
The article examines the trends in the development of educational needs among teachers in the context of global social challenges and threats, including the COVID-19 pandemic and the full-scale war in Ukraine. In particular, it analyzes the impact of situations of uncertainty on teachers' educational needs, motives, and preferences with regard to the forms and content of professional development. The authors conducted a comparative analysis of the educational needs of teachers in educational institutions in Ukraine, focusing on the heads of educational institutions in the Mykolaiv region, and the heads of secondary education institutions in Poland. The study revealed a high degree of similarity in the educational needs of teachers in both groups. The majority of respondents from both groups identified professional development as a priority issue. The most significant motive for professional development was acquiring the necessary competencies for successful job performance by the heads of educational institutions. Among the various formats for organizing professional development, remote learning is equally attractive to both groups. As for options for the forms of conducting training classes, both groups of respondents preferred practical forms of training based on experience. For both groups of respondents, the content of professional development, which reflects modern social and educational transformations caused by global challenges and threats, and the processes of modernization of national educational systems, is a priority. The most sought-after professional competencies are related to changes in the powers of educational institution heads in the context of education system modernization, expansion of institutional autonomy, and increasing responsibility for their functioning results. The assumptions were tested and it was proven that in conditions of uncertainty, the desire for professional development does not decrease, and the choice of forms and content is characterized by awareness and reasonableness due to the need to perform job functions in changing conditions.
References
About adult education // Draft Law of Ukraine introduced by the Cabinet of Ministers of Ukraine on February 22, 2022. Retrieved from: https://ips.ligazakon.net/document/JI06948A?an=2 (ukr).
Anderson R. C. Generating buoyancy in a sea of uncertainty: Teachers creativity and well-being during the COVID-19 pandemic / R. C. Anderson, T. Bousselot, J. Katz-Buoincontro, J. Todd // Frontiers in psychology. – 2021. – № 11. DOI: https://doi.org/10.3389/fpsyg.2020.614774 (eng).
Beghetto R. A. How times of crisis serve as a catalyst for creative action: An agentic perspective. // Creativity and Innovation in Times of Crisis (COVID-19): Frontiers in psychology. – 2021. – № 11. DOI: https://doi.org/10.3389/fpsyg.2020.614774 (eng).
Davydova, O. V. (2016). Spetsyfika pedahohichnoi diialnosti vchytelia ta osoblyvosti yii rozvytku [The specifics of the teacher's pedagogical activity and peculiarities of its development]. Visnyk pisliadyplomnoi osvity. Seriia: Sotsialni ta povedinkovi nauky. Vyp. 1, 40–55. Retrieved from: http://nbuv.gov.ua/UJRN/vispdoso_2016_1_7 (ukr).
Gołek B. Poznawcze potrzeby nauczycieli. – Kraków: Wydawnictwo Uniwersytetu Jagiellońskiego, Wydanie, I – 2010. – р. 186 (pol).
Kokarieva, A., Luzik, E., Ladohubets, N. & Mykheieva, T. (2022). Profesiine stanovlennia maibutnoho fakhivtsia: psykholohichni chynnyky rozvytku tolerantnosti do nevyznachenosti [Professional formation of the future specialist: psychological factors in the development of tolerance to uncertainty]. Visnyk Natsionalnoho aviatsiinoho universytetu. Seriia: Pedahohika, Psykholohiia, 20, 19–26. DOI: https://doi.org/10.18372/2411-264X.20.16913 (ukr).
Luke Moorhouse В. & Wong K. M. The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development. / Teachers’ perspectives, Asia Pacific Journal of Education. – 2022. – 42. 105–120. DOI: https://doi.org/10.1080/02188791.2021.1988511 (eng).
Lukina, T. O. (2022). Osvitni potreby kerivnyka zakladu zahalnoi serednoi osvity yak indykator rozvytku profesiinoi kompetentnosti [Educational needs of the head of a general secondary education institution as an indicator of the development of professional competence]. Visnyk pisliadyplomnoi osvity. Seriia «Pedahohichni nauky», 20 (49), 106–129. DOI: https://doi.org/10.32405/2218‐7650‐2022‐20(49)‐106‐129 (ukr).
Model szkoleń i doradztwa dla pracowników placówek doskonalenia nauczycieli (PDN) / Ośrodek Rozwoju Edukacji (ORE). – Warszawa, 2021 а. – 10 р. (pol).
Mysłakowski Z. Proces kształcenia i jego wyznaczniki. – Państwowe Zakłady Wydawnictw Szkolnych: Warszawa, , 1969. – р. 131 (pol).
Nadolnyi, M. Potreby [Potreby]. In Filosofskyi entsyklopedychnyi slovnyk (Eds.V. I. Shynkaruk ta in.) (2002). [Philosophical encyclopedic dictionary]. Kyiv: Instytut filosofii imeni Hryhoriia Skovorody NAN Ukrainy: Abrys, 505 (ukr).
Naumova, V. (2020). Stratehiia povedinky pedahohiv u sytuatsii nevyznachenosti umov profesiinoho rozvytku [The strategy of teachers' behavior in the situation of uncertainty of the conditions of professional development]. Osvitolohichnyi dyskurs, 1 (28), 55–63. DOI: https://doi.org/10.28925/2312-5829.2020.1.5 (ukr).
Perehonchuk, N. V. (2016). Sytuatsiia nevyznachenosti perekhidnoho periodu rozvytku suspilstva yak psykholohichna umova formuvannia profesiinoi kompetentnosti maibutnoho psykholoha [The situation of uncertainty of the transition period of the development of society as a psychological condition for the formation of the professional competence of the future psychologist]. ScienceRise, 3(1), 41–45. Retrieved from: http://nbuv.gov.ua/UJRN/texc_2016_3%281%29__9 (ukr).
Piekhota, O. M., Putsov, V. I., Naboka, L. Ya. & Starieva, A. M. (2006). Andrahohichni problemy u pidhotovtsi vykladachiv dlia systemy pisliadyplomnoi osvity [Andragogical problems in the training of teachers for the postgraduate education system]. K. (ukr).
Potrzeby szkoleniowe dyrektorów szkół i placówek oświatowych oraz pracowników jednostek samorządów terytorialnych odpowiedzialnych za realizację zadań oświatowych w okresie pandemii COVID-19 / Ośrodek Rozwoju Edukacji (ORE). – Warszawa, 2021 b. – 38 р. (pol).
Profesiinyi standart «Kerivnyk (dyrektor) zakladu zahalnoi serednoi osvity» Nakaz Ministerstva ekonomiky Ukrainy vid 17.09.2021. № 568‒21 [Professional standard «Head (director) of a general secondary education institution» Order of the Ministry of Economy of Ukraine dated September 17, 2021 № 568‒21]. Retrieved from: http://surl.li/nuvk. (ukr).
Protasova, N. H. (1999). Teoretyko-metodychni osnovy funktsionuvannia systemy pisliadyplomnoi osvity pedahohiv v Ukraini [Theoretical and methodological foundations of the functioning of the system of postgraduate education of teachers in Ukraine]. (Extended abstract of doctor’s thesis). Natsionalnyi pedahohichnyi un-t im. M. P. Drahomanova. K., 1999 (ukr).
Stoikova, V. V. (2018). Pidhotovka kerivnykiv zahalnoosvitnikh navchalnykh zakladiv u pisliadyplomnii osviti do orhanizatsii merezhevoho profilnoho navchannia starshoklasnykiv [Preparation of heads of general educational institutions in postgraduate education for the organization of network profile training of high school students]. (Candidate’s thesis). Kyivskyi un-t im. B. Hrinchenka. Kyiv (ukr).
Stoikova, V. V. (2020). Samorozvytok pedahoha: vid maksym pedahohichnoi spadshchyny Ya. Chepihy do rehionalnoho proiektu [Self-development of a teacher: from the maxims of the pedagogical legacy of Ya. Chepiga to the regional project]. Veresen, 2–3 (85–86), 118–129 (ukr).
Umiejętności dyrektorów szkół i placówek w kontekście wymagań stawianych szkole przez państwo / Ośrodek Rozwoju Edukacji (ORE). – Warszawa, 2020. – 8 р. (pol).
Velykyi tlumachnyi slovnyk suchasnoi ukrainskoi movy (Ed. V. T. Busol). (2005). [A large explanatory dictionary of the modern Ukrainian language]. K.: Irpin (ukr).
Zaczyński W. Praca badawcza nauczyciela. Wydawnictwa Szkolne i Pedagogiczne: Warszawa, 1997. – р. 13 (pol).
