ВОПРОСЫ МЕТОДОЛОГИИ В ИССЛЕДОВАНИИ ПРОФЕССИОНАЛЬНОГО И ЛИЧНОСТНОГО БЛАГОПОЛУЧИЯ ПЕДАГОГОВ

• Main Authors: Чоросова О.М., Соломонова Г.С.
• Other Authors: Казанский (Приволжский) федеральный университет
• Format: Article in Journal/Newspaper
• Language: unknown
• Published: 2017
• Subjects: профессионально-личностное благополучие; профессиональная педагогическая деятельность; оценка качества жизни; профессиональная удовлетворенность; наполненность жизни смыслом; задачи непрерывного педагогического образования; Professional-personal wellbeing; professional pedagogical activity; assessment of quality of life; pro-fessional satisfaction; the fullness of the meaning of life; the problem of continuous pedagogical edu-cation; Yakutia; Якути*
• Online Access: http://dspace.kpfu.ru/xmlui/handle/net/116192

В работе представлены результаты исследования по выявлению профессиональ-но-личностного благополучия педагогов Якутии, а также освещены вопросы методологи-ческого характера, возникшие в аспекте рассматриваемой проблемы. Целью данного иссле-дования стало комплексное изучение профессионально-личностного благополучия педагогов, в том числе выявление их удовлетворенности профессиональной деятельностью, факторов сформированности профессионального выгорания, преодоления профессиональных кризисов. Приведены некоторые результаты социологического опроса педагогов, проведенного в 2015-2016 гг. Материалы исследования используются в работе Института непрерывного профессионального образования СВФУ для разработки дополнительных профессиональных программ повышения квалификации и профессиональной переподготовки, актуальных семи-наров и тренингов. Материалы статьи представляют практическую ценность для педаго-гов, заинтересованных в личностном росте, руководителей образования, выстраивающих грамотный менеджмент в образовании, психолого-педагогическое сопровождение образо-вательной деятельности. The problem of professional and personal well-being of teachers is one of the urgent problems in the conditions occurring in the formation of conceptual changes. The knowledge about themselves, their personal and professional qualities, an adequate assessment of their professional competence, as well as appearing on the basis of this knowledge, and self-evaluation of emotional and value attitude to itself determine the behavioral component of the teacher's professional identity. By satisfaction refers to the ratio between the value-motivational sphere of the teacher's personality and the ability to implement the success of the leading motives of his professional and educational activities. That is the personal sat-isfaction of the teacher to a large extent depends on the place occupied by his professional activity in the system of its values. The problem of professional and personal well-being is closely linked with the problem of the quality of life. In this regard, a study conducted among teachers Yakutia in 2015-2016, defining in a comprehensive campaign, whose objectives are: identify teachers assess the quality of modern education in the region in comparison with the state in the past years; formation of factors of burnout; the impact of crisis-prone factors on the personal and professional lives; overcome these factors; formation of basic professional competences; evaluation of teachers quality of their lives; meet the additional professional education. Methods: a sociological survey (questionnaires, interviews); study and analysis of reflective essay on the basis of training courses. The problem of studying personal and professional well-being of teachers is closely related to the quality of life, which develops under the influence of many factors. An important factor we consider an ideological component, especially awareness educator sense of their professional activities in the context of the personal being. In this regard, the most important tasks of continuing professional ed-ucation of teachers should be the development of competencies of teachers in the field of development of reflective abilities and types of reflection in professional activities; organization of reflexive spaces. 291-294