Цибульська, Світлана Михайлівна (2026) Психолого-педагогічний супровід особистісного та професійного розвитку педагога у вимірі нових освітніх стандартів Педагогічна освіта: теорія і практика. Психологія. Педагогіка, 1 (45). с. 156-162. ISSN 2412-2009
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Текст
S_Tsybulska _POTPPP_45 (1)__IPO.pdf Download (1MB) |
Анотація
The development of teachers’ professional competence within the postgraduate education system is a decisive factor in the effectiveness of the educational process in the context of the development of the Ukrainian school system. The aim of this article is to identify the specific features of the provision of psychological and pedagogical support for the personal and professional development of teachers by postgraduate teacher training institutions in relation to educational standards. To avoid discrepancies in the interpretation of the conceptual and categorical framework, the essential meaning of the terms ‘support’ and ‘psychological and pedagogical support’ has been clarified. In accordance with current standards (educational and professional), the types of work functions have been specified and the competencies through which a teacher’s professional duties and work tasks are carried out have been identified. Particular emphasis is placed on the importance of developing the work function of ‘partnership-based interaction with participants in the educational process’, which directly influences the effectiveness of a teacher’s work. It is noted that the teacher’s role as the primary agent of educational change is realised within the context of the New Ukrainian School concept. Their professional activity meets the requirements of state standards and is oriented towards a competence-based approach and partnership pedagogy. The article explores the prerequisites for the continuous professional development of teachers, provides a list of skills relevant to professional improvement, and emphasises the importance of the value-based component of this process. The key strategies for teachers’ personal and professional development have been identified, based on European educational benchmarks, collaborative partnerships and the principles of lifelong learning. The role of postgraduate education institutions as guarantors of the implementation of national educational standards and as vital centres of support for teaching staff has been outlined. The levels of psychological and pedagogical support within the postgraduate education system (scientific, teaching and methodological, advisory, and informational and communicative) have been identified, and a range of potential measures aimed at the personal and professional development of educators has been outlined. The article describes the experience of staff at the Institute of Postgraduate Education of the Borys Grinchenko Kyiv Metropolitan University in the field of pedagogical cooperation and professional support for educational communities.
| Тип елементу : | Стаття |
|---|---|
| Ключові слова: | післядипломна педагогічна освіта; супровід; психолого-педагогічний супровід; особистісний розвиток; професійний розвиток; педагог; вчитель; нова українська школа |
| Типологія: | Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН) |
| Підрозділи: | Інститут післядипломної освіти > Кафедра дошкільної та початкової освіти |
| Користувач, що депонує: | Світлана Михайлівна Цибульська |
| Дата внесення: | 04 Черв 2026 14:00 |
| Останні зміни: | 04 Черв 2026 14:00 |
| URI: | https://elibrary.kubg.edu.ua/id/eprint/57901 |
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