Abstract
The problem of a teacher’s self-development is currently relevant since this psychological category has not been sufficiently examined in modern studies. The choice of one or another approach results in losing some of the essential aspects that influence the self-development process. The paper aims to carry out a theoretical analysis of the methodological foundations for approaches to the research of the self-development category and integrate them using Ken Wilber’s AQAL method. The paper considers the issue of a teacher’s selfdevelopment through five main approaches to the study of self-development: subject-activity, cultural and historical, systemic, anthropological, and subject-resource. These approaches are combined using Ken Wilber’s AQAL integral method. Due to this synthesis, the described model of a teacher’s self-development includes more characteristics associated both with internal and external contexts. This model allows taking into account more aspects in studying this process and making the research more accurate.
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