Resource-prognostic determination of personal and professional development of a teacher: scientific substantiation and technological solutions
| Autor: | Larisa M. Mitina |
|---|---|
| Jazyk: | ruština |
| Rok vydání: | 2024 |
| Předmět: | |
| Zdroj: | Теоретическая и экспериментальная психология, Vol 17, Iss 2, Pp 13-32 (2024) |
| Druh dokumentu: | article |
| ISSN: | 2073-0861 2782-5396 |
| DOI: | 10.11621/TEP-24-09 |
| Popis: | Background. The current situation of society development is characterized by the emergence of new external stimuli as the challenges generating contradictions and barriers in the education system on the one hand, and on the other hand-expanding horizons, prospects, resources and meta-resources for the development of personality of subjects of education and especially the teachers as the future of children and youth largely depends on them. Objectives. Theoretical substantiation, empirical verification and technological actualization of psychological resources for determining the personal and professional development of a teacher. Study Participants. University students (n = 663), university professors (n = 100), high school students (n = 118), school teachers (n = 34). Methods. The study consisted of four stages. A special methodological program has been developed for each stage. Results. The study revealed the specifics of the content structure of psychological resources relevant for the personal and professional development of teachers: reflexive projecting, constructive coping, emotional and value engagement. It is demonstrated that the complex of interrelated and interdependent resource-prognostic constructs — meta-resources acts as the main factor (predictor) determining the high level of personal and professional development of a teacher. The data analysis allowed to create a structural model of resource determination of personal and professional development of the subjects of education at the target, content (personal, interpersonal), technological, organizational, and strategic levels of psychological training for teachers. Conclusions. The concept of resource-prognostic determination of the teachers’ development, based on the idea of the maximum possible reliance on self-development and self-organization, assumes the most effective implementation of the totality of a teacher’s resources (meta-resources) in an individually unique situation. The technology of actualization of psychological resources for determining the personal and professional development of teachers (future teachers) has proven its effectiveness in experiments, which allows to recommend this technology for implementation in the educational process of schools, colleges, universities. |
| Databáze: | Directory of Open Access Journals |
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