Акмемоделирование в деятельности преподавателя: модели продуктивности и профессионализма

Abstract

The relevance of the study is determined by the fact that in the context of transformation of the education system, it is especially important for the teacher to know and understand the process of modeling educational activities with an acme-focus on the final result in the student. This presupposes that the teacher has developed professional competencies and competencies in the field of educational systems modeling and personal and professional acme-development of the student. The purpose of the study is to analyse the concept and process of acme-modeling in the teacher’s professional activity and determine its main elements as a method of developing the teacher’s productive competencies in the professional activity. The hypothesis of the study is that knowledge and implementation of the acme-modeling technology in the teacher’s professional activity contributes to the development of his/her highly productive professional competencies and the achievement of results among students as the main indicator of his/her high level of professionalism. We used the following methods: theoretical, logical, scientific and practical analysis; systematization and interpretation of research results. In accordance with the laws of the acmeological theory of fundamental education, the theory of functional systems and the acme-synergetic and socio-synergetic concept of the development of social systems, we made an attempt to identify different types of models of productive professional competencies of a teacher and to identify their characteristics, taking into account a single quality criterion for education in the system of professional education at different levels. Based on the results of the study we 1) theoretically substantiated and determined the features of acmemodeling as a method of developing teacher productivity in professional and educational activities, 2) identified and gave characteristics of invariant idealized models in the activities of a teacher, 3) clarified functional elements of the educational system activity and highlighted the interrelated structural elements for all invariant idealized models of productivity.