inppdИнновационная наука: Психология. Педагогика. ДефектологияInnovative science: psychology, pedagogy, defectology2658-7165Don State Technical University - DSTU, Rostov-on-Don, Russia10.23947/2658-7165-2021-4-3-55-64inppd-127Research ArticleПЕДАГОГИЧЕСКАЯ ПСИХОЛОГИЯEDUCATIONAL PSYCHOLOGYПсихологические аспекты моделирования профессионально-личностного развития педагога в системе повышения квалификацииPsychological aspects of modeling the professional and personal development of a teacher in the system of advanced traininghttps://orcid.org/0000-0002-1966-4195СташковаТ. В.StashkovaT. V.

Татьяна В. Сташкова

Ростов-на-Дону

Tatyana V. Stashkova

Rostov-on-Don

t.v.stashkova@mail.ruДонской государственный технический университетРоссияDon State Technical UniversityRussian Federation202114082023435564Copyright © Сташкова Т.В., 20212021Сташкова Т.В.Stashkova T.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.inov-ppd.ru/jour/article/view/127

Во Введении дано обоснование актуальности исследования детерминации успешности моделирования профессионально-личностного развития педагога в системе повышения квалификации. Представлены результаты теоретического анализа психологических факторов, обеспечивающих продуктивный личностный рост и профессиональное развитие педагога в процессе непрерывного повышения квалификации. Описаны основные векторы активности педагога, направленной на позитивное преобразование, саморазвитие и преодоление рисков. Дана содержательная характеристика функций представлений педагогов о способах саморазвития, формирования способности к преадаптации как фактора повешения профессиональной успешности в условиях неопределённости. Новизна исследования заключается в выявлении и описании психологических особенностей моделирования профессионально-личностного развития педагога в системе повышения квалификации в условиях современных рисков. В содержании статьи включён сопоставительный анализ различных моделей профессионально-личностного развития педагога и их эффективности на практике.В разделе Результаты показана роль самооценки компетентности и индивидуальных рисков в моделировании профессионального роста и достижения успеха в проектировании конструктивной индивидуальной траектории продвижения в педагогической деятельности. В данном модуле содержится анализ мотивации достижения и субъективного контроля, представлений педагогов о факторах продуктивного развития в условиях современных рисков.В Обсуждении результатов представлено описание и интерпретация результатов эмпирического исследования психологических аспектов моделирования профессионально-личностного развития педагога в системе повышения квалификации в условиях современных трансформаций. Данные эмпирического исследования показывают значение представлений педагогов о факторах успешного профессионального роста и построении индивидуальной траектории развития. Впервые показана роль рефлексии индивидуальных профессиональных рисков в определении продуктивной преобразующей активности педагогов в процессе непрерывного повышения квалификации.В Заключении подчеркивается наличие связи степени рефлексии своих ресурсов и рисков и успешности профессионально-личностного роста педагогов. Делается вывод о том, что уровень осмысления профессионально-личностных затруднений в современной ситуации способствует формированию адекватной, конструктивной модели развития педагога. Приведена модель программы психологического обеспечения повышения уровня профессионально-личностного развития в системе повышения квалификации.

The introduction substantiates the relevance of the study of the determination of the success of modeling the professional and personal development of a teacher in the professional development system. The results of the analysis of psychological factors that ensure productive personal growth and professional development of a teacher are presented. The vectors of the teacher's activity aimed at positive transformation, self-development, and overcoming risks are described. the introduction gives a meaningful characteristic of the functions of teachers ' ideas about the ways of selfdevelopment, the ability to preadapt as a factor of increasing professional success in conditions of uncertainty. The novelty of the research is to identify and describe the psychological features of modeling the professional and personal development of a teacher in the system of professional development in the conditions of modern risks. The article presents a comparative analysis of various models of professional and personal development of a teacher and their effectiveness in practice.Methods of data collection: questionnaires and testing.The Results section shows the role of selfassessment of competence and individual risks in modeling professional growth and achieving success in designing a constructive individual trajectory of advancement in the profession. This module contains an analysis of achievement motivation and subjective control, teachers ' ideas about the factors of productive development in the conditions of modern risks.In the Discussion section, the interpretation of the results of an empirical study of the psychological aspects of modeling the professional and personal development of a teacher in the system of advanced training in the conditions of modern transformations is presented. The data of an empirical study show the importance of teachers ' ideas about the factors of successful professional growth and the construction of an individual development trajectory. For the first time, the role of reflection of individual professional risks in determining the productive transformative activity of teachers in the process of continuous professional development is shown.In Сonclusion, the connection between the degree of reflection of their resources and risks and the success of professional and personal growth of teachers is emphasized. It is concluded that nowadays the level of understanding of professional and personal difficulties contributes to the formation of an adequate, constructive model of teacher development. The model of the program of psychological support of professional and personal development in the system of advanced training is given.

субъектпедагогрискиуспешностьпредставлениясубъективные детерминантыпсихологическая компетентностьпрофессионально-личностный ростsubjectteacherriskssuccessideaspsychological competenceprofessional growthpersonal growthReferencesAbakumova, I. V., & Kagermazova, L. Ts. (2008). Semantic communications in educational process: the theory and technologies of the directed broadcast of meanings in training: Monograph. Nalchik: Kabardino-Balkarian State University named after H.M. Berbekov. (in Russ.).Abakumova, I. V., & Kagermazova, L. Ts. (2008). Semantic communications in educational process: the theory and technologies of the directed broadcast of meanings in training: Monograph. Nalchik: Kabardino-Balkarian State University named after H.M. Berbekov. (in Russ.).Aldrup, K., Carstensen, B., Köller, M. M., & Klusmann, U. (2020). Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test. Frontiers in Psychology. Doi: https://doi.org/10.3389/fpsyg.2020.00892Aldrup, K., Carstensen, B., Köller, M. M., & Klusmann, U. (2020). Measuring Teachers’ Social-Emotional Competence: Development and Validation of a Situational Judgment Test. Frontiers in Psychology. Doi: https://doi.org/10.3389/fpsyg.2020.00892Asmolov, A. G. (2015). Optics of enlightenment: socio-cultural perspectives. 2nd ed. Moscow: Prosveshchenie. (in Russ.).Asmolov, A. G. (2015). Optics of enlightenment: socio-cultural perspectives. 2nd ed. Moscow: Prosveshchenie. (in Russ.).Asmolov, A. G., Shechter, E. D., & Chernorizov, A. M. (2017). Preadaptation to uncertainty as a navigation strategy for developing systems: routes of evolution. Psychological Issues, 4, 3–26. (in Russ.).Asmolov, A. G., Shechter, E. D., & Chernorizov, A. M. (2017). Preadaptation to uncertainty as a navigation strategy for developing systems: routes of evolution. Psychological Issues, 4, 3–26. (in Russ.).Batarshev, A. V. (2014). Modeling professional and personal formation and development of a teacher of a professional school. Scientific and methodological e-journal “Concept”, 20, 1726–1730. (in Russ.).Batarshev, A. V. (2014). Modeling professional and personal formation and development of a teacher of a professional school. Scientific and methodological e-journal “Concept”, 20, 1726–1730. (in Russ.).Degterev, V. A., & Larionova, I. A. (2017). Integrative-differentiated approach in the system of continuous professional education of specialists in the social sphere: monograph. Yekaterinburg: Ural State Pedagogical University. (in Russ.).Degterev, V. A., & Larionova, I. A. (2017). Integrative-differentiated approach in the system of continuous professional education of specialists in the social sphere: monograph. Yekaterinburg: Ural State Pedagogical University. (in Russ.).Hovhannisyan, L. A., Hakobyan, M. A., & Erovenko, V. N. (2016). Modeling of professional competence of a future teacher in the process of teaching pedagogical disciplines. Modern problems of science and education, 3, 211. (in Russ.).Hovhannisyan, L. A., Hakobyan, M. A., & Erovenko, V. N. (2016). Modeling of professional competence of a future teacher in the process of teaching pedagogical disciplines. Modern problems of science and education, 3, 211. (in Russ.).Huang, L.H., Gui, B. (2014). Study on model and strategy of promoting the professional development of teachers under the network environment. Applied Mechanics and Materials, 644-650, 5602–5605. https://doi.org/10.4028/www.scientific.net/AMM.644-650.5602Huang, L.H., Gui, B. (2014). Study on model and strategy of promoting the professional development of teachers under the network environment. Applied Mechanics and Materials, 644-650, 5602–5605. https://doi.org/10.4028/www.scientific.net/AMM.644-650.5602Klusmann, U., Aldrup, K., Schmidt, J., & Lüdtke, O. (2020). Is emotional exhaustion only the result of work experiences? A diary study on daily hassles and uplifts in different life domains. Anxiety, Stress & Coping, 34(2), 173–190. doi: https://doi.org/10.1080/10615806.2020.1845430Klusmann, U., Aldrup, K., Schmidt, J., & Lüdtke, O. (2020). Is emotional exhaustion only the result of work experiences? A diary study on daily hassles and uplifts in different life domains. Anxiety, Stress & Coping, 34(2), 173–190. doi: https://doi.org/10.1080/10615806.2020.1845430Li, F., Yu, M. (2019). Research on strategies of improving professional development of teachers in MOOC era. ACM International Conference Proceeding Series, Part F148391, 146–150. https://doi.org/10.1145/3323771.3323787Li, F., Yu, M. (2019). Research on strategies of improving professional development of teachers in MOOC era. ACM International Conference Proceeding Series, Part F148391, 146–150. https://doi.org/10.1145/3323771.3323787Mitina, L. M. (2014). Psychology of personal and professional development of subjects of education. Moscow; St. Petersburg: Nestor-Istoriya. (in Russ.).Mitina, L. M. (2014). Psychology of personal and professional development of subjects of education. Moscow; St. Petersburg: Nestor-Istoriya. (in Russ.).Nikonenko, N. V. (2018). The relationship between the ego state of the personality and the motivation for success. The world of pedagogy and psychology, 1(18), 107–112. (in Russ.).Nikonenko, N. V. (2018). The relationship between the ego state of the personality and the motivation for success. The world of pedagogy and psychology, 1(18), 107–112. (in Russ.).Risan, M. (2020). Creating theory-practice linkages in teacher education: Tracing the use of practice-based artefacts. International Journal of Educational Research, 104, 101670. doi: https://doi.org/10.1016/j.ijer.2020.101670Risan, M. (2020). Creating theory-practice linkages in teacher education: Tracing the use of practice-based artefacts. International Journal of Educational Research, 104, 101670. doi: https://doi.org/10.1016/j.ijer.2020.101670Shcherbakova, T., Misirov, D., Guseva, T., Alexandrova, N., & Shostak, Y. (2020). The personality of the future teacher in the context of the challenges of the innovation space. In Innovative Technologies in Science and Education (ITSE-2020). E3S Web of Conferences 210, 18049. doi: https://doi.org/10.1051/e3sconf/202021018049Shcherbakova, T., Misirov, D., Guseva, T., Alexandrova, N., & Shostak, Y. (2020). The personality of the future teacher in the context of the challenges of the innovation space. In Innovative Technologies in Science and Education (ITSE-2020). E3S Web of Conferences 210, 18049. doi: https://doi.org/10.1051/e3sconf/202021018049Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256–266. doi: https://doi.org/10.46328/ijtes.v4i4.107Unger, S., & Meiran, W. R. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256–266. doi: https://doi.org/10.46328/ijtes.v4i4.107

The authors declare that there are no conflicts of interest present.