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Home Archive 2014 Year Issue №6 INVESTIGATION OF THE AXIOLOGICAL COMPONENT OF UNIVERSITY TEACHERS’ PROFESSIONAL AUTONOMY
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Яндекс.Метрика

INVESTIGATION OF THE AXIOLOGICAL COMPONENT OF UNIVERSITY TEACHERS’ PROFESSIONAL AUTONOMY

Gavriliuk O. A., Volynkina S. V.

Information About Author:

The paper considers the essence of the axiological component of university teachers’ professional autonomy and reveals its role in the structure of professional autonomy as a competence of the modern university teacher. The results of the questionnaire survey on the axiological component of teachers’ professional autonomy are described and analyzed.

Keywords: university teacher, professional autonomy, competence, axiological component

References:

1. Fishman B. E. Pedagogical Support of Teachers’ Post-graduate Self-development: monograph. Moscow, MPSU Publ., 2002. 265 p. (in Russian).

2. Zimnyaya I. A. Generic Competencies as a Goal-oriented Basis for Competence-based Approach in Education. Proceedings of methodological seminar “Russia in the Bologna Process: problems, tasks, perspectives”. Moscow, 2004. (in Russian).

3. Baydenko V. I. Competences in Professional Education (towards the mastering of competence-based approach). Higher Education in Russia, 2004, no. 11, pp. 3–13 (in Russian).

4. Zeer E. F., Symanuk E. A. Competence-based Approach to the Modernization of Professional Education. Higher Education in Russia, 2005, no. 4, pp. 23–29 (in Russian).

5. Man’kova O. V. Teacher’s Professional Capacity and the Ways of its Successful Implementation. Tomsk State Pedagogical University Bulletin, 2013, no. 7 (135), pp. 184–187 (in Russian).

6. Verbitsky A. A., Il’yazova M. D. Invariants of Professionalism: the Problems of Formation: monograph. Moscow, Logos Publ., 2011. 288 p. (in Russian).

7. Tatur Yu. G. The Place of Competency in the Structure of the Model of Specialist Training Quality Assurance. Higher Education Today, 2004, no. 3, pp. 20–26 (in Russian).

8. Bologna Process: Learning Outcomes and Competence-based Approach (book 1). Ed. Prof. V. I. Baydenko. Moscow, Issledovatel’skiy tsentr problem kachestva podgotovki spetsialistov Publ., 2009. 536 p.

9. Grebnev L. S. Society, educational institutions, academic freedom. The world of Russia, 2001, no. 4, pp. 162–178 (in Russian).

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12. Fromm E. Human Soul. (Russ. ed.: Dusha Cheloveka. Мoscow: AST: Tranzitkniga Publ., 2004. 572 p.).

13. Axiological Function of Philosophy. Ed. A. M. Arzamastseva. Magnitogorsk, MGTU Publ., 2004. 119 p. (in Russian).

14. Leont’ev D. A. Freedom Psychology: to Statement of a Problem of Self-determination of the Personality. Psychological magazine, 2000, vol. 21, no. 1, pp. 47–52 (in Russian).

15. Bogoyavlenskaya D. B. Intellectual activity as a problem of creativity. Rostov on Don, RGU Publ., 1983. 160 p. (in Russian).

16. Tareva E. G. The Intercultural Approach as an Innovation in Linguodidactics. Language teaching theory and practice: traditions and innovations: collection of articles in memoriam of I. L. Bim. Мoscow, Tezaurus Publ. 2013. Pp. 61– 67 (in Russian).

17. Benson P. Autonomy as a learners’ and teachers’ right. In Sinclair B., I. McGrath and T. Lamb (eds). Learner Autonomy, Teacher autonomy: Future Directions. Edinburgh Gate, Harlow: Pearson, 2000. Pp. 111–117.

18. Novolodskaya S. L. Formation of Professional Mobility in Non-linguistic University Students by means of foreign language manual. Thesis of cand. ped. sci. Irkutsk, 2005. 204 p. (in Russian).

19. Kraig G., Bokum D. Developmental Psychology. 9th ed. Saint-Petersburg, Piter Publ., 2005. 944 p. (in Russian).

20. Markelova T. V. Subjectness as a Factor of Successful Pedagogical Activity of a Military Offi cer. Thesis of cand. psychol. sci. Novgorod, 2000. 145 p. (in Russian).

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Issue: 6, 2014

Series of issue: Issue 6

Rubric: TRAINING AND EDUCATION IN HIGHER SCHOOL

Pages: 53 — 59

Downloads: 344

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