Компоненти, критерії та рівні особистісно-професійної зрілості майбутнього вчителя

Abstract

Personal and professional maturity is considered as an integral multidimensional characteristic of the personality of the future teacher, providing self-organization of the life and professional path, achieving inner harmony and establishing constructive relationships with other people. Based on the analysis of psychological and pedagogical sources, four structural components and corresponding criteria of personal and professional maturity of future teachers are identified: the value-motivational criterion is characterized by the structure of value orientations, in which intraindividual and interindividual orientation vectors are harmoniously combined; the personal-dispositional criterion reflects the development of professionally important personality qualities; the cognitive criterion is characterized by the formation of dialectical professional thinking; the functional criterion is manifested in such indicators of personal maturity as independence, self-determination, self-organization, responsibility, activity, personal and professional self-improvement. A comprehensive account of these criteria and indicators made it possible to determine three levels of personal and professional maturity of the future teacher: pre-subject, transitional and subject. The pre-subjective level correlates with the status of diffuse or predetermined identity, when students do not have a stable system of professional values and beliefs or passively accept the professional norms and values offered to them without their critical reflection and self-determination regarding them. The transitional level corresponds to the status of the moratorium, when students have not yet developed their own professional position, but strive to form it, actively seek their pedagogical credo, try to self-define themselves regarding professional values, concepts and approaches. The subjective level of personal and professional maturity correlates with the status of the achieved identity, when students form a relatively stable professional position after a period of active searches, doubts and critical assessments. Such students have self-determined themselves in the space of professional values, have formed clear ideas about themselves as a subject of pedagogical activity, have defined a system of their own priorities.