Psychological aspects of modeling the professional and personal development of a teacher in the system of advanced training

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.

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