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This work of introspection and personal reflection examines my beliefs, experiences and life experiences in the little more than ten years that I have dedicated to the teaching profession at different educational stages. Through an auto-ethnographic perspective, I re-examine my beginnings in the profession and analyse the transformation experienced from the current prism in which we live immersed, in which a worldwide health crisis can mutate the political, social and cultural aspects that surround teaching. By recounting particular events in the form of "threats to trust", the article brings to light the impact of current education policies and, in the medium term, of excessive bureaucratization, virtual teaching and lack of trust towards education professionals and their reflection in my personal and professional identity. The manuscript, approached with an evident spirit of dialogue and as a cathartic resource in these times of crisis, shows the erosion that public education in general and, in particular, the teachers who work in it, are suffering. ; Este trabajo de introspección y reflexión personal examina mis creencias, experiencias y vivencias en los poco más de diez años que llevo dedicándome a la profesión docente en diferentes etapas educativas. A través de una perspectiva narrativa, (re)examino mis comienzos en la profesión y analizo la transformación experimentada desde el prisma actual en que vivimos inmersos, en el que una crisis sanitaria a nivel mundial puede mutar los aspectos políticos, sociales y culturales que rodean a la enseñanza. Mediante el recuento de acontecimientos particulares en forma de "amenazas a la confianza", el artículo saca a la luz el impacto que las políticas educativas actuales y, a medio plazo, la excesiva burocratización, la enseñanza virtual y la falta de confianza hacia los profesionales de la educación y su reflejo en mi identidad personal y profesional. El trabajo, abordado con un evidente espíritu de diálogo y como recurso catártico en estos tiempos de crisis, evidencia la erosión que está sufriendo la enseñanza pública en general y, en particular, los docentes que en ella trabajamos.

The article analyzed the terms «professional competence» and «personal qualities» of a professional specialist and revealed the specificity of these concepts towards the future ecologists. Actuality of the personal traits formation of environmental experts that are associated with the specificity of their professional work and the environmental, economic and political situation prevailing today in our country. In this situation, the modern education should be focused on the development of the man's personality, revealing his capabilities, talents and formation of identity, self-realization. The main result of the study should not only be the formation of the professional skills through mastery of relevant knowledge and skills, but also the formation of the personality. The activity of an environmentalist occurs in dynamic, often unpredictable situations. In such circumstances, the successful one can be only a specialist who is able to think independently and creatively, generate original ideas, immediately make innovative and yet optimal decisions. Besides, the professional work in the area of environmental protection is inherently socionomic, associated with the necessity to work in a team, establish communication connections with colleagues and representatives of other professional groups, scientists and the public, and therefore implies the need for the ability to choose the best ways to communicate in a situation of interaction, build appropriate professional relationships. The author proved that the personal qualities are of great importance in the structure of professional competence of environmental experts. An essential key to a perfect professional activity of an ecologist is the presence of such qualities such as dedication, perseverance, determination, initiative, independence, self-control; willingness to communicate with people, ability to negotiate, discuss and defend his own position; ability to prevent and constructively solve interpersonal contradictions and conflicts; fairness and ...

El comienzo y los primeros años de trabajo de un docente se pueden visualizar de diversos modos. Por ejemplo, mediante la imagen de un triángulo con la persona del docente en uno de sus vértices. Como persona, el docente novel cuenta con una visión particular de su trabajo y un sentido de misión o tarea. Se siente más capacitado en unas áreas que en otras, y con una confianza variable respecto a su preparación inicial (aunque esta percepción puede cambiar con las primeras experiencias). Desde los otros vértices del triángulo confluyen hacia este nuevo profesional mensajes que provienen del contexto de trabajo y mensajes del contexto social y político referidos a la enseñanza, a la calidad o no de su preparación inicial y a lo que deben o no deben hacer los docentes. En su lugar de trabajo, en forma concreta, enfrenta demandas o conflictos, recibe apoyos, y formula preguntas que no siempre tienen respuesta. El docente novel acoge, rechaza, interpreta y reinterpreta estas experiencias como en una suerte de reconfiguración de la identidad profesional que tal vez pensó que había adquirido en su formación inicial. En esto, no difiere de otros profesionales enfrentados a sus primeras experiencias de trabajo, pero las vive en condiciones más complejas por el entretejido de relaciones que le demandan la responsabilidad con alumnos, padres, colegas, autoridades y su propio entorno social de amistades; y por la diversidad posible de las expectativas respecto a su trabajo, tanto personales como de otros. ; The beginning and the first years of teaching can be viewed in various ways. For example, the image of a triangle with the person's teaching in one of its vertices. As a person, the novice teacher has a particular vision of his work and a sense of mission or task. The beginning teacher feels more capable in some areas than others and with a confidence variable with respect to its initial preparation (although this perception may change with the first experiments). From the other sides of the triangle together towards this new professional messages that come from the context of work and messages of social and political context relating to education, quality or otherwise of their initial preparation and what they should or should not make teachers. In their place of work, in concrete form, is facing demands or conflicts, receives support, and asks questions that do not always have the answer. The beginning teacher welcomes, rejected, interpreted and reinterpreted these experiences as a sort of re-shaping the professional identity that maybe he thought he had acquired in their initial training. In this, no different from other professionals faced with his first work experiences, but those living in more complex by the interweaving of relationships that will demand accountability with students, parents, peers, authorities and his own social environment of friends, and possible by the diversity of expectations regarding their work, both personal and from others. ; Grupo FORCE (Formación Centrada en la Escuela) Universidad de Granada

The problem of the relationships between health professionals and patients is very relevant in medical ethics. Contacts of health care professionals and patients there every day and every time is unique and inimitable. Health professionals should not only conscientiously perform their duties to the patient, but also to struggle for physical perfection and mental health, to carry out preventive and sanitary-educational work, maintain medical confidentiality, to provide medical care to patients regardless of their race and national, political and religious beliefs and soon. ; Проблема стосунків між медичним працівником і пацієнтом дуже актуальна в медичній етиці. Медичні працівники і пацієнти контактують щодня. Медичний працівник повинен не лише сумлінно виконувати свої обов'язки щодо хворого, але й боротися за фізичну досконалість і психічне здоров'я людей, проводити профілактичну та освітню роботу, зберігати лікарську таємницю, надавати медичну допомогу хворому незалежно від його національної та расової належності, політичних і релігійних переконань тощо.

The problem of the relationships between health professionals and patients is very relevant in medical ethics. Contacts of health care professionals and patients there every day and every time is unique and inimitable. Health professionals should not only conscientiously perform their duties to the patient, but also to struggle for physical perfection and mental health, to carry out preventive and sanitary-educational work, maintain medical confidentiality, to provide medical care to patients regardless of their race and national, political and religious beliefs and soon. ; Проблема стосунків між медичним працівником і пацієнтом дуже актуальна в медичній етиці. Медичні працівники і пацієнти контактують щодня. Медичний працівник повинен не лише сумлінно виконувати свої обов'язки щодо хворого, але й боротися за фізичну досконалість і психічне здоров'я людей, проводити профілактичну та освітню роботу, зберігати лікарську таємницю, надавати медичну допомогу хворому незалежно від його національної та расової належності, політичних і релігійних переконань тощо.

Пріоритетним завданням та предметом особливої уваги української держави в період інтегрування у світові економічні процеси є забезпечення високого рівня професіоналізму фахівців, підвищення їх загальної культури, морально-етичних якостей. Потребує уваги система професійної підготовки майбутніх фахівців, яка будується на принципах неперервної професійної освіти: гуманізації, гуманітаризації, демократизації, інтеграції, індивідуалізації. Оскільки моральні якості є однією із складових професійної придатності фахівців, на сучасному етапі з'являються нові тенденції формування професійно-етичних якостей. Розглядаючи моральні цінності й вимоги до формування професійно-етичних якостеймайбутніх фахівців соціальної сфери, автор у запропонованій статті наголошує, що саме моральні норми відображають специфічний характер соціально-педагогічної роботи. ; In the period of market relations and integration into the world economic processes acute need to ensure a high level of professionalism, improve their general culture, moral and ethical qualities is a priority and special attention of Ukrainian state. System of future professionals training is based on the principles of continuous professional education, humanization, democratization, continuity, integration and individualization. Caliber professional is a leading component of his professional life at the present stage, new trends in the development of professional and ethical qualities. The central object of social and educational work is the person, his needs, personality orientation in all manifestations of diversity, the future expert of social sphere should deeply understand regulators of the personality moral life, be able and ready to help, to do it qualified, friendly, patiently . Despite preferences, dislikes in relation to the other, the future expert of social sphere should objectively perceive the client and his attitude should be based on tolerance, tolerance, benevolence, and respect for his dignity. There are two layers of manifestation of moral regulators in professional relationships – at the level of external ethical standards of behavior, which is manifested, for example, in the human courtesy, tact and a deep inner understanding of moral categories and concepts that go into belief: ideas about good and evil, professional duty, and the like. In the proposed article the author examines the moral values and the requirements for the formation of professional and ethical qualities of future specialists of social sphere, proving their relationship and interdependence, as moral standards reflect the specific nature of social and educational work. The article notes that there are personal moral qualities that are valuable to social and educational work, namely: commitment, responsibility, justice, willpower, integrity, tact, tolerance, moderation, love for people, self-criticism. However, sociability, empathy, tolerance, care and observation and professional features are signs of professionalism. The degree of their manifestation indicates the level of their formation, which is manifested in a focus on the acquisition of ethical knowledge, skills, moral attitude to the professional duties.

The article analyzed the term «personal qualities» of a professional specialist and revealed the specificity of thіs concept towards the future ecologists. Actuality of the personal traits formation of environmental experts that are associated with the specificity of their professional work and the environmental, economic and political situation prevailing today in our country. In this situation, the modern education should be focused on the development of the man's personality, revealing his capabilities, talents and formation of identity, self-realization. The main result of the study should not only be the formation of the professional skills through mastery of relevant knowledge and skills, but also the formation of the personality. The activity of an environmentalist occurs in dynamic, often unpredictable situations. In such circumstances, the successful one can be only a specialist who is able to think independently and creatively, generate original ideas, immediately make innovative and yet optimal decisions. Besides, the professional work in the area of environmental protection is inherently socionomic, associated with the necessity to work in a team, establish communication connections with colleagues and representatives of other professional groups, scientists and the public, and therefore implies the need for the ability to choose the best ways to communicate in a situation of interaction, build appropriate professional relationships. The author proved that the personal qualities are of great importance in the structure of professional competence of environmental experts. An essential key to a perfect professional activity of an ecologist is the presence of such qualities such as dedication, perseverance, determination, initiative, independence, self-control; willingness to communicate with people, ability to negotiate, discuss and defend his own position; ability to prevent and constructively solve interpersonal contradictions and conflicts; fairness and responsibility; creativity; high level of ...

Existe un amplio consenso en que el aprendizaje docente y el desarrollo profesional son factores clave de la calidad educativa. La realidad de los hechos, sin embargo, es más compleja, de manera que persisten las controversias y discusiones teóricas sobre cada una de esas cuestiones y sus relaciones. Tras enmarcar el problema, en el marco teórico se precisa la naturaleza del aprendizaje docente, la importancia de prestar atención a los resultados ligados al desarrollo profesional y se ofrece un mapa conceptual para analizarlo. En el diseño de la investigación se formulan las cuestiones planteadas, se informa de las decisiones metodológicas tomadas y se presentan los datos cuantitativos y cualitativos construidos y recabados. Al interpretar y valorar los resultados se destaca que ha habido determinados aprendizajes más y menos logrados en la formación continuada. Los más relevantes han sido desarrollados en proyectos de trabajo en los centros, los menos afectados por la formación son la atención a la diversidad, la reflexión sobre la práctica y las relaciones con familias y comunidad. Las políticas y programas de formación continuada habrían de mejorar sus finalidades y promover coherentemente condiciones y estrategias adecuadas ; It is widely agreed that the teacher's learning and professional development are key factors in the educational quality. The reality of facts is, however, more complex, and controversy and theoretical discussion persist about each of these questions and their relationships. After delimiting the problem, the nature of the teacher's learning is required in the theoretical framework, the importance of paying attention to the results linked to the professional development and a mind map is offered for its analysis. In the design of the investigation, the laid out questions are arisen, the methodological decisions taken are notified and the quantitative and qualitative data are reported, built and gathered. When interpreting and valuing the results it is stood out that there have been some learnings with a greater degree of achievement than others in the continuous training. The most relevant have been developed in projects in the work place, the least relevant for the training are attention to diversity, the reflection about the practice and the relationship with the families and the community. The politics and continuous training programmes should improve their purposes and coherently foster the appropiate conditions and strategies ; Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM386)

In the article the author attempt to analyze main points of development across the twenty-five years the existence of the system`s part of professional training for public servants, officials, local government officials – the network of the advanced training centers. According to the author, from the very beginning it developed paradoxically – sometimes before the creating regulatory legal acts, sometimes creatively applying its, improvising, each time – in accordance with local conditions, which eventually led to significant autonomy of decision-making centers and the uniqueness of their organization and activities. This diversity and widespread practice of self-resolution of many current issues have led to the high adaptability of the network to the conditions of constant change of the Ukrainian state and social cataclysms, flexibility. Thus, the centers, which were established as the continuation of the soviet "courses", for the most part became convenient platforms for civil communication and, to some extent, leaders in change in the system of public administration. This prepared them for the situation where the training system actually became open – due to the emergence of several new (international and Ukrainian) significant service providers with modern technologies and better funding conditions. The author claims that this is the challenge to the network of centers; the legislative regulation of new relations is not enough only. To successfully overcome the challenges and effectively using the resources of each center and the viability of the network as a whole, is proposing to implement previous intentions regarding cooperation, coordination of efforts, agreeing on the format of future relationships between centers.

The article is directed to the realization of an analysis related with the paper of the Professional Practice that the university students of the Countable Sciences develop in the managerial administration. For that leaves it of the theoretical study of the managerial administration, emphasizing in the development of this activity in the Cuban context, starting from the politics traced in the VI Congress of the PCC, as well as the current situation of the relationships that the settle down between the university and the entities of the territory. In such a sense methods like the scientific observation were applied, the documental analysis, the interview and the survey that facilitated the determination of the problems that presents the relationship university enterprise. The statistical prosecution of the data was carried out with the software SPSS in its version 21. Keeping in mind the above-mentioned actions was executed in the Professional Practice in function of the development of the managerial administration, what evidenced that the students of the Countable Sciences, influence positively in the managerial activity, propitiating a transformation of the economic and social environment. ; El artículo está dirigido a la realización de un análisis relacionado con el papel de la Práctica Profesional que desarrollan los estudiantes universitarios de las Ciencias Contables en la gestión empresarial. Para ello se parte del estudio teórico de la gestión empresarial, enfatizando en el desarrollo de esta actividad en el contexto cubano, a partir de la política trazada en el VI Congreso del PCC, así como la situación actual de las relaciones que se establecen entre la universidad y las entidades del territorio. En tal sentido se aplicaron métodos como la observación científica, el análisis documental, la entrevista y la encuesta, que posibilitaron la determinación de los problemas que presenta la relación universidad empresa. El procesamiento estadístico de los datos se realizó con el software SPSS en su versión 21. Teniendo en cuenta lo anterior se ejecutaron acciones en la Práctica Profesional en función del desarrollo de la gestión empresarial, lo que evidenció que los estudiantes de las Ciencias Contables, influyen positivamente en la actividad empresarial, propiciando una transformación del entorno económico y social.

Este artículo presenta los resultados de unainvestigación cualitativa, realizada con un grupo de profesionales de Orientación en servicio, sobre los alcancesde la incorporación de la perspectiva de género en el quehacer orientador.La condición de género hace referencia y cuestiona la determinación política, económica y sociocultural parael ser mujer-femenina y hombre-masculino, y además replantea las relaciones e interpretaciones inter e intragenéricas en la convivencia humana. Estos aspectos nopueden dejarse por fuera en la intervención orientadoraque busca la clarificación y el replanteamiento del sentido de vida como una tarea del desarrollo humano.El grupo de profesionales, que participa con sus reflexiones y experiencias laborales, concuerda en la necesidadde tomar en cuenta la realidad genérica de las poblaciones con que trabajan. En su mayoría, muestran claridaden cuanto a los conceptos género, inequidad genérica,igualdad de oportunidades, y además desean conocermás sobre la implementación de la perspectiva de géneroen la acción profesional.Los resultados de esta investigación, sin duda alguna,son un insumo importante para realimentar la formación y la actualización de profesionales en este campo. ; This paper presents the results of aqualitative research, conducted with a group of professionals in service Guidance on the scopethe incorporation of the gender perspective in the work counselor.The condition refers gender and questions thedetermining political, economic and socioculturalbeing female-female and male-male, and also rethinking the relationships and inter and intra interpretations on human society. These aspects are notmay be left out in the counseling interventionseeking clarification and rethinking the meaning of life as a task of human development.The group of professionals involved with your thoughts and work experiences, agrees on the needtaking into account the reality generic working populations. The majority clearly showconcepts regarding gender, inequality genericequality of opportunity, and also want to knowmore on the implementation of genderprofessional in action.The results of this research, no doubt,are an important input for feedback and updating training of professionals in this field.

Abstract. The article addresses the problem of loss of health of students and teachers in the school-wide environment. It is noted that this situation is caused by the cumulative effect of various educational and social factors, but one of the fundamental reasons is the lack of work orientation of future primary school teachers as a set of values and motives that determine behavior algorithms for preserving life, health and ability to educational process. Attention is drawn to the fact that a major problem in the context of the formation of future primary school teachers professional direction on occupational health there is a lack of professional orientation of the content from the "Occupational Safety in the field". Determines the professional-oriented content of training in "Occupational Safety in the field" based on the consideration of legislative and regulatory documents governing the preservation of life, health and efficiency of subjects of the educational process, negative production factors of the general school environment, possible activities of future professions, available scientific and methodological developments for the preservation of life, health and efficiency of the subjects of the educational process. The results are described of the study of the impact of professional orientation content of training in "Occupational Safety in the field" on the occupational orientation of future elementary school teachers in three areas: orientation on yourself (focus on direct reward and satisfaction, aggressiveness in achieving superannuation, irritation, desire for power); orientation on others (the desire to maintain a hundred relationships with people, an orientation to working together, including for the sake of communication itself, an orientation to social acceptance, dependence on a social group, the need for emotional relationships); orientation on the business (interest in solving professional problems, doing the best work possible, focusing on business cooperation, the ability to defend in the interests of the case their own opinion, useful for achieving a common goal). The positive influence of the vocationally-oriented content of the "Occupational Safety in the field" on the professional direction on occupational health of future primary school teachers is claimed. ; Анотація. У статті актуалізується проблема втрати здоров'я учнів та вчителів у шкільному загальноосвітньому середовищі. Зазначається, що така ситуація зумовлена сукупною дією різних освітніх та суспільних чинників, однак однією з основоположних причин є недостатня працеохоронна спрямованість майбутніх учителів початкових класів як сукупність цінностей та мотивів, що визначають алгоритми поведінки щодо збереження життя, здоров'я та працездатності суб'єктів навчально-виховного процесу. Звертається увага на те, що вагомою проблемою у контексті формування працеохоронної спрямованості майбутніх учителів початкових класів є недостатня професійна зорієнтованість змісту навчання з «Охорони праці в галузі». Визначається професійно-зорієнтований зміст навчання з «Охорони праці в галузі» на основі врахування законодавчих та нормативних документів, що регламентують збереження життя, здоров'я та працездатності суб'єктів навчально-виховного процесу, негативних виробничих чинників загальнооствітнього шкільного середовища, можливих векторів майбутньої професійної діяльності, наявних наукових та методичних розробок щодо збереження життя, здоров'я та працездатності суб'єктів навчально-виховного процесу. Стверджується про позитивний вплив професійно-зорієнтованого змісту навчання із «Охорони праці в галузі» на працеохоронну спрямованість майбутніх учителів початкових класів.

Esta investigación aborda el tipo de relaciones comunicativas que median entre docentes y alumnado en la etapa de Secundaria. Mediante un enfoque metodológico cualitativo, y a través de la tradición narrativa-biográfica han sido analizadas 20 narrativas distribuidas en 4 centros públicos en donde los docentes describen y significan las propias relaciones comunicativas con el alumnado destacando dimensiones y dificultades relevantes, su forma de gestionarlas y formación demandada. A partir de los resultados, se visibiliza en este grupo de participantes la persistente proyección de un modelo comunicativo basado en una perspectiva comunicativa sustentada bajo un modelo de racionalidad instrumental, unidireccional que si bien transforma prácticas convencionales de enseñanza y aprendizaje puede correr el riesgo de reducir la relación comunicativa pedagógica a una interacción abstracta, desmotivadora pero especialmente pasivizadora del rol del alumnado al no alentar a una pedagogía de la participación como base de un aprendizaje igualitario, democrático y ético. ; This study examines the type of communicative relations that exist between teachers and students in secondary education. Using a qualitative life story approach, we analysed 20 narratives obtained from teachers working in four state schools, in which they described and signified their communicative relations with students, highlighting relevant dimensions and difficulties, how they managed these and the training required. The results revealed that participants persistently projected a communicative model based on a one-way model of instrumental rationality, which although it may transform conventional teaching and learning practices can also reduce teachers' communicative relations to an abstract interaction, rendering students passive and demotivated since this model does not foster participatory education based on egalitarian, democratic and ethical learning.

In the article the problem of the valuating criteria of the high military institute (HMI) instructor' professional competence define is considered. The examples for the structure of the instructor professionalism competence criteria forming on the base of professional-educational, professional-active and professional-personal system components are given. The instructor' professional competence in HMI represented as a hard structure of relationships and connections of elements that the standard criteria of professionalism are. ; В статье рассматривается проблема определения критериев оценивания профессиональной компетентности преподавателя высшего военного учебного заведения (дальше – ВВУЗ). Приводятся примеры формирования структуры критериев профессионализма преподавателя на основе профессионально-образовательного, профессионально-деятельного и профессионально-личностного системных компонентов. Профессиональная компетентность преподавателя ВВУЗа представляется как сложная структура взаимоотношений и связей элементов, которые составляют эталонные критерии профессионализма. ; У статті розглядається проблема визначення критеріїв оцінювання професійної компетентності викладача вищого військового навчального закладу (далі – ВВНЗ). Наводяться приклади формування структури критеріїв професіоналізму викладача на підставі професійно-освітнього, професійно-діяльнісного, професійно-особистісного системних компонентів. Професійна компетентність викладача ВВНЗ визначається як складна структура взаємовідносин і зв'язків елементів, які становлять еталонні критерії професіоналізму.

У статті розглядається проблема визначення критеріїв оцінювання професійної компетентності викладача вищого військового навчального закладу (далі – ВВНЗ). Наводяться приклади формування структури критеріїв професіоналізму викладача на підставі професійно-освітнього, професійно-діяльнісного, професійно-особистісного системних компонентів. Професійна компетентність викладача ВВНЗ визначається як складна структура взаємовідносин і зв'язків елементів, які становлять еталонні критерії професіоналізму. ; In the article the problem of the valuating criteria of the high military institute (HMI) instructor' professional competence define is considered. The examples for the structure of the instructor professionalism competence criteria forming on the base of professional-educational, professional-active and professional-personal system components are given. The instructor' professional competence in HMI represented as a hard structure of relationships and connections of elements that the standard criteria of professionalism are. ; В статье рассматривается проблема определения критериев оценивания профессиональной компетентности преподавателя высшего военного учебного заведения (дальше – ВВУЗ). Приводятся примеры формирования структуры критериев профессионализма преподавателя на основе профессионально-образовательного, профессионально-деятельного и профессионально-личностного системных компонентов. Профессиональная компетентность преподавателя ВВУЗа представляется как сложная структура взаимоотношений и связей элементов, которые составляют эталонные критерии профессионализма.