Methodological and theoretical grounds for formation of teachers' readiness for self-realization in professional activity

Abstract

The issues of self-realization of the individual in the pedagogical environment remain relevant for many years due to dynamic processes of modernization and transformation of social and economic systems. We consider the methodological and theoretical grounds for the formation of teachers' readiness for self-realization in professional activities. As a methodological base, presented integrative concept combines traditionalist, collectivist and personal approaches. The theoretical grounds for solving the stated problem are dialectical patterns and the principles of formation of teachers' readiness for self-realization in professional activities, considered as instrumental phenomena given in the categories of the chosen pedagogical concept. In general, the stated principles (continuity, neo-collectivism, andragogy, contextually, interactivity) are based on the logic of the self-realization process and represent the relationship between external factors and internal conditions for the formation and development of a teacher in a professional environment. The carried out scientific analysis of the issues of formation of teachers' readiness for self-realization in professional activity allowed to form a theoretical and methodological system capable of assessing the phenomenon under consideration and the possibilities of its further development.