Self-improvement of teachers at general secondary education institutions: conceptual determination

Желанова, Вікторія В'ячеславівна and Паламар, Світлана Павлівна (2024) Self-improvement of teachers at general secondary education institutions: conceptual determination Педагогічна освіта: теорія і практика. Психологія. Педагогіка (42). pp. 14-19. ISSN 2412-2009

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Abstract

The relevance of the article is due to the globalisation and European integration transformations of modern society, in which education is becoming one of the basic institutions, and the teacher at a general secondary education institution (hereinafter referred to as GSEE) is its key figure capable of continuous self-improvement throughout life. The purpose of the article is to identify the conceptual determinants of the self-improvement of GSE teachers. The initial basic phenomena of the article are analysed, namely: ‘self-improvement’, and ‘determination’. The signs of self-improvement (awareness, purposefulness, integrity, subjective activity, effective and creative character, self-determination) are presented. The conceptual determinants of teachers’ self-improvement are substantiated, which the authors consider to be: H. Kostiuk’s personality theory, which determines the logic of the process of self-improvement of a teacher of general secondary education in unity with his/her selfdevelopment towards achieving a high level of professionalism; humanistic concepts of A. Maslow and C. Rogers, related to the phenomenon of self- actualisation of the individual as a desire for self-expression, realisation of one’s potential and continuous self-improvement; axiopsychological concept of personality of Z. Karpenko, which is based on the phenomenon of axiogenesis as a movement from lower to higher levels of the value-sense sphere of personality on the basis of the principle of integral subjectivity, which provides the logic of relative, mono-, poly-, meta- and absolute subject, which determines a certain consistent algorithm of the dynamics of motivational and value aspects of the teacher’s self-improvement; subjective-actual psychology of V. Romenets and V. Tatenko, which operates with such essential categories for teacher self-improvement as activity (situational, suprasituational, integral), initiative, responsibility, attitude to oneself as a subject of activity; the concept of reflexive determination of V. Zhelanova, which interprets reflection as a cross-cutting meta-process that permeates and determines all components of the phenomenon of self-improvement.

Item Type: Article
Uncontrolled Keywords: self-improvement of GSE teachers; determination; personality theory; humanistic concepts; axiopsychological concept; subjective-actual psychology; concept of reflexive determination
Subjects: Статті у базах даних > Index Copernicus
Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions: Факультет педагогічної освіти > Кафедра освітології та психолого-педагогічних наук
Depositing User: Вікторія В'ячеславівна Желанова
Date Deposited: 27 Dec 2024 12:22
Last Modified: 27 Dec 2024 12:22
URI: https://elibrary.kubg.edu.ua/id/eprint/50923

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