LoginRegistration
For instance: Humanities and Science University Journal
About consortium subscription Contacts
(812) 4095364 Non-commercial partnership
St. Petersburg
university
consortium

Articles

The Scientific Opinion №11 (Psycho-pedagogical and philosophy of science), 2022

ORGANISATIONAL AND PSYCHOLOGICAL ASPECTS OF DEVELOPING THE ABILITIES AND TALENTS OF A TEACHER IN FOREIGN PEDAGOGICAL PSYCHOLOGY

Artem A. Kostrigin, Natalia V. Kalinina
Price: 0 руб.
 DOI: https://doi.org/10.25807/22224378_2022_11_23
Abstract. In the article, the authors discuss the organisational and psychological problems of foreign educational psychology. The importance of studying the organisational and psychological aspects of pedagogical activity is substantiated – professional development of the teacher’s personality, organisational factors of effective pedagogical work, management of pedagogical activity, etc. It is shown that this area includes the analysis of the content and methods of organisational development of the abilities and talents of teachers in an organisation – through the creation of organisational conditions for the realisation of talent, technology of talent management and strategies for leadership and motivation of pedagogical activity.
 
Keywords: pedagogical psychology, foreign psychology, organisational aspects, pedagogical abilities, teacher’s talent, talent management
Список источников
 
1. Рыбакова Н. А. Самоактуализация преподавателя в профессиональной деятельности: вопросы теории и практики. М.: Московский университет им. С. Ю. Витте, 2017. 132 с.
2. Щербакова Е. В., Щербакова Т. Н. Формирование профессионального имиджа современного педагога в образовательной организации // Современная наука: актуальные проблемы теории и практики. Серия: Гуманитарные науки. 2018. No 3-2. С. 117–121.
3. Беднарская Г. Г. Одаренность или управление талантами как психолого-педагогическая проблема современного образования // Вопросы современной науки. Т. 57. Ч. 1 / гл. ред. А. А. Еникеев. М.: Интернаука, 2020. С. 85–101.
4. Волкова Н. В., Заиченко Н. А., Чикер В. А., Гюнинен О. В. Концепт «талант-менеджмент» и организационная приверженность педагогов // Вопросы образования. 2021. No 3. С. 168–188.
5. Мазилов В. А., Костригин А. А. Проблема педагогического таланта в современной зарубежной психологии // Психология и психотехника. 2022. No 3. С. 30–41.
6. Мазилов В. А., Слепко Ю. Н. Формирование педагогической одаренности как ключевое условие повышения эффективности современной образовательной системы // Интеграция образования. 2019. No 23 (1). С. 37–49.
7. Шадриков В. Д. Способности и одаренность человека. М.: Изд-во «Институт психологии РАН», 2019. 273 с.
8. Manning K. Organizational theory in higher education. New York: Routledge, 2017. 240 p.
9. Göncz L. Teacher personality: a review of psychological research and guidelines for a more comprehensive theory in educational psychology // Open Review of Educational Research. 2017. Vol. 4. No 1. P. 75–95.
10. Kim L. E., Jörg V., Klassen R. M. A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout // Educational Psychology Review. 2019. Vol. 31. No 1. P. 163–195.
11. Collie R. J. et al. Teachers’ psychological functioning in the workplace: Exploring the
roles of contextual beliefs, need satisfaction, and personal characteristics // Journal of Educational Psychology. 2016. Vol. 108. No 6. P. 788–799.
12. Zhang L. Do academics’ emotions in teaching affect their organizational commitment? // Journal of Educational Psychology. 2019. Vol. 111. No 7. P. 1317–1330.
13. Harun N., Mahmood N., Othman S. The effect of talent management factors on teacher’s leadership at the secondary schools // Management Science Letters. 2020. Vol. 10. No 1. P. 225–234.
14. Nolan A., Molla T. Teacher confidence and professional capital // Teaching and Teacher Education. 2017. Vol. 62. P. 10–18.
15. Акопов Г. В. Социальная психология образования. М.: МПСИ; Флинта, 2000. 295 с.
16. Реан А. А., Коломинский Я. Л. Социальная педагогическая психология. СПб.: Прайм-ЕВРОЗНАК, 2008. 573 с.
17. Curtis R. Finding a new way: Leveraging teacher leadership to meet unprecedented demands. Washington: Aspen Institute, 2013. 17 p.
18. Sebastian J., Huang H., Allensworth E. Examining integrated leadership systems in high schools: Connecting principal and teacher leadership to organizational processes and student outcomes // School Effectiveness and School Improvement. 2017. Vol. 28. No 3. P. 463–488.
19. Kim S., Yang S. Childcare teachers’ job satisfaction: Effects of personality, conflict-handling, and organizational characteristics // Social Behavior and Personality. 2016. Vol. 44. No 2. P. 177–184.
20. Waeyenberg T. Van, Peccei R., Decramer A. Performance management and teacher
performance: The role of affective organizational commitment and exhaustion // The International Journal of Human Resource Management. 2020. P. 1–24.
21. Ghavidel Bajgiran M., Nasirpour K. Identifying and explaining the dimensions of teacher talent management using the Grounded theory // International Journal of Schooling. 2019. Vol. 1. No 2. P. 23–36.
22. Campbell C., Lieberman A., Yashkina A. Developing professional capital in policy and
practice: Ontario’s Teacher Learning and Leadership Program // Journal of Professional Capital and Community. 2016. Vol. 1. No 4. P. 219–236.
23. Tran H., Smith D. Talent-centered education leadership: Using the employee experience to improve teacher-school relations // Journal of Cases in Educational Leadership. 2021. Vol. 24. No 1. P. 42–54.
24. Fisher C. Measuring school administrators’ implicit theories about teacher intelligence, talent, and ability: an Implicit person theory teacher scale (IPT-TS). Camarillo, CA: California State University Channel Islands, 2018. 55 p.
25. Bobba M. et al. Teacher wages, the recruitment of talent, and academic achievement // AFD Research Papers. 2021. No 213. P. 1–31.
Price: 0 рублей
To order