Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 3, pp. 211–224
© Gavrilyuk O. A., 2018
UDC: 
378.126

Autonomy-oriented approach as a methodological framework for a health-preserving type of medical university teachers’ professional development

Gavrilyuk O. A. 1 (Krasnoyarsk, Russian Federation)
1 Professor V.F. Voino-Yasenetsky Krasnoyarsk State Medical University
Full text (Open Access) — Downloaded 4287
Abstract: 

Introduction. Within the context of health-preserving system of higher medical education, the need for a relevant methodological framework for implementation of a health-preserving type of medical university teachers’ professional development increases. The purpose of the article is to explore the potential of the autonomy-oriented approach as a methodological framework for implementation of a health-preserving type of medical university teachers’ advanced training.
Materials and Methods. Analysis of domestic and foreign psychological and pedagogical literature on organisation of a health-preserving type of teachers’ training in the system of continuing professional education has been carried out. The study problem required a more detailed exploration of R. Ryan & E. Deci’s self-determination theory, as well as the concepts of personal autonomy and autonomous motivation. In the framework of self-determination theory, the autonomy-oriented approach has been explored as methodological framework for implementation of a health-preserving type of advanced training, which prioritises teachers’ autonomous motivation, personal involvement into the advanced training process as well as their personal responsibility for its results.
Results. Internal and external factors facilitating successful implementation of a health-preserving type of university teachers’ advanced training have been revealed. The expedience of using the autonomy-oriented approach as methodological framework for development and implementation of health-preserving advanced training programmes for university teachers has been theoretically justified and demonstrated using the example of the university teachers’ personal and professional development system implemented at Prof. V. F. Voino-Yasenetsky Krasnoyarsk State Medical University.
Conclusions. The conducted research makes it possible to draw the conclusion that application of the autonomy-oriented approach to advanced training for medical university teachers contributes to teachers’ emotional health improvement, allowing for implementation of health-preserving technologies and providing transition from sporadic externally-organised advanced training for teachers to their self-determined continuous personal and professional development.

Keywords: 

Teachers’ advanced training; Health-preserving programmes; Autonomy-oriented approach; Higher medical education; Burnout syndrome; Professional autonomy; Personal and professional development

99.371 Need Satisfaction | Self-Determination Theory | Physical Education

https://www.scopus.com/record/display.uri?src=s&origin=cto&ctoId=CTODS_1...

Autonomy-oriented approach as a methodological framework for a health-preserving type of medical university teachers' professional development

For citation:
Gavrilyuk O. A. Autonomy-oriented approach as a methodological framework for a health-preserving type of medical university teachers’ professional development. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 3, pp. 211–224. DOI: http://dx.doi.org/10.15293/2226-3365.1803.15
References: 
  1. Aelterman N., Vansteenkiste M., Van Keer H., Haerens L. Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 2016, no. 23, pp. 64–72. DOI: http://dx.doi.org/10.1016/j.psychsport.2015.10.007
  2. Arvanitis A., Kalliris K. A self-determination theory account of self-authorship: Implications for law and public policy. Philosophical Psychology, 2017, vol. 30, issue 6, pp. 763–783. DOI: http://dx.doi.org/10.1080/09515089.2017.1307333
  3. Ben-Peretz M., Gottlieb E., Gideon I. Coaching between experts – opportunities for teachers’ professional development. Teacher Development, 2018, vol. 22, no. 3, pp. 303–313. DOI: https://doi.org/10.1080/13664530.2018.1438310
  4. Drew V., Priestley M., Michael M. Curriculum Development through Critical Collaborative Professional Enquiry. Journal of Professional Capital and Community, 2016, vol. 1, issue 1, pp. 92–106. DOI: https://doi.org/10.1108/JPCC-09-2015-0006
  5. Forzani F. Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 2014, vol. 65, no. 4, pp. 357–368. DOI: http://dx.doi.org/10.1177/0022487114533800
  6. Gavrilyuk O. A., Loginova I. O., Buzovkina N. Yu. Relations of perceived autonomy and burnout syndrome in university teachers. International Journal of Applied Psychology, 2013, vol. 3, no. 3, pp. 52–62. DOI: http://dx.doi.org/10.5923/j.ijap.20130303.04 URL: http://article.sapub.org/10.5923.j.ijap.20130303.04.html
  7. Gorozidis G., Papaioannou A. Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 2014, no. 39, pp. 1–11. DOI: http://dx.doi.org/10.1016/j.tate.2013.12.001
  8. Hill H. C., Beisiegel M., Jacob R. Professional Development Research Consensus, Crossroads, and Challenges. Educational Researcher, 2013, vol. 42, no. 9, pp. 476–487. DOI: http://dx.doi.org/10.3102/0013189X13 512674
  9. Javadi F. On the relationship between teacher autonomy and feeling of burnout among Iranian EFL teachers. Procedia – Social and Behavioral Sciences, 2014, no. 98, pp. 770–774. DOI: http://dx.doi.org/10.1016/j.sbspro.2014.03.480
  10. Jennett H. K., Harris S. L., Mesibov G. B. Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 2003, vol. 33, no. 6, pp. 583–593. DOI: https://doi.org/10.1023/B:JADD.0000005996.19417.57
  11. Kennedy M. M. How Does Professional Development Improve Teaching? Review of Educational Research, 2016, vol. 86, no. 4, pp. 945–980. DOI: http://dx.doi.org/10.3102/0034654315626800
  12. Korthagen F. A. J., Evelein F. G. Relations between student teachers' basic needs fulfillment and their teaching behavior. Teaching and Teacher Education, 2016, no. 60, pp. 234–244. DOI: http://dx.doi.org/10.1016/j.tate.2016.08.021
  13. Orland-Barak L. Mediation in Mentoring: A Synthesis of Studies in Teaching and Teacher Education. Teaching and Teacher Education, 2014, no. 44, pp. 180–188. DOI: https://doi.org/10.1016/j.tate.2014.07.011
  14. Sachs J. Teacher professionalism: why are we still talking about it?. Teachers and Teaching, 2016, vol. 22, no. 4, pp. 413–425. DOI: http://dx.doi.org/10.1080/13540602.2015.1082732
  15. Saunders R. The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 2013, vol. 14, no. 3, pp. 303–333. DOI: http://dx.doi.org/10.1007/s10833-012-9195-0
  16. Tjin A Tsoi Sh. L. N. M., De Boer A., Croiset G., Koster A. S., Kusurkar R. A. Factors influencing participation in continuing professional development: A focus on motivation among pharmacists. The Journal of Continuing Education in the Health Professions, 2016, vol. 36 (3), pp. 144–150. DOI: http://dx.doi.org/10.1097/CEH.0000000000000081
  17. Van Driel J. H., Meirink J. A., Van Veen K., Zwart R. C. Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 2012, vol. 48, no. 2, pp. 129–160. DOI: http://dx.doi.org/10.1080/03057267.2012.738020
  18. Vansteenkiste M., Sierens E., Goossens L., Soenens B., Dochy F., Mouratidis A., Aelterman N., Haerens L., Beyers M. Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 2012, vol. 22, issue 6, pp. 431–439. DOI: http://dx.doi.org/10.1016/j.learninstruc.2012.04.002
  19. Wardoyo C., Herdiani A., Sulikah. Teacher Professionalism: Analysis of Professionalism Phases. International Education Studies, 2017, vol. 10, no. 4, pp. 90–100. DOI: http://dx.doi.org/10.5539/ies.v10n4p90
  20. Wilkesmann U., Schmid C. J. Intrinsic and internalized modes of teaching motivation. Evidence-based HRM: a Global Forum for Empirical Scholarship, 2014, vol. 2, issue 1, pp. 6–27. DOI: http://dx.doi.org/10.1108/EBHRM-07-2013-0022
  21. Xaso A. M., Galloway G., Adu E. O. Continuing Professional Teacher Development (CPTD): A National and International Perspective. Anthropologist, 2017, vol. 28, no. 1-2, pp. 9–18. DOI: http://dx.doi.org/10.1080/09720073.2017.1311667  
  22. Yu C., Li X., Wang S., Zhang W. Teacher autonomy support reduces anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 2016, vol. 49, pp. 115–123. DOI: http://dx.doi.org/10.1016/j.adolescence.2016.03.001 
  23. Blinkov A. N., Lebedintseva O. I. Professional Burnout as a Result of Deficit of Professional Readiness (on the Basis of the Analysis of the Scientific Literature). Acmeology, 2018, no. 1, pp. 27–32. (In Russian) URL: https://elibrary.ru/item.asp?id=32605675  
  24. Gavrilyuk O. A. Autonomy as a Core Value of Lifelong Learning. Journal of Siberian Federal University. Humanities & Social Sciences, 2015, vol. 8, no. 11, pp. 2283–2290. URL: https://elibrary.ru/item.asp?id=25277056
  25. Gatiyatullina L. L. Health-preserving space in medical educational institutions. Kazan Medical Journal, 2018, vol. 99, no. 1, pp. 110–116. (In Russian) DOI: http://dx.doi.org/10.17816/KMJ2018-110
  26. Zalevskiy G. V., Galazhinsky E. V., Umnjashkina S. V. Emotional burnout syndrome as a problem of self-actualisation of ti ie personality (in the area of caring professions). Siberian Journal of Psychology, 2001, no. 14-15, pp. 68–71. (In Russian) URL: https://elibrary.ru/item.asp?id=26002195  
  27. Isaev E. I. Anthropological paradigm in developmental education. National Education. 2017, no. 8, pp. 35–46. (in Russian) URL: https://elibrary.ru/item.asp?id=30685110
  28. Klochko V. Ye., Krasnoriadtseva О. М. Peculiarities of "innovative potential of personality operational definition. Tomsk State University Journal, 2010, no. 339, pp. 151–154. (In Russian) URL: https://elibrary.ru/item.asp?id=15506491
  29. Selezneva E. V. Self-Efficacy as Acmeological Invariant of Professionalism of Managerial Human Resources. Acmeology, 2016, no. 1, pp. 19–26. (In Russian) URL: https://elibrary.ru/item.asp?id=25842775  
Date of the publication 30.06.2018