Potential Of The School’s Educational Space In The Teacher’s Development

Abstract

The article is devoted to the problem of the teachers professionalism development as an educator. The authors of the article try to identify the leading factors which influence the development of the teacher’s professional skills as an educator in the educational organization. The article assumes that the educational space, created by the school’s teachers and oriented towards the goals of education, has an impact not only on the child, but also on the development of the teacher’s professional skills. The authors believe that the methodological basis of the development of the teacher’s professional skills as an educator is a set of such approaches as: systemic, phenomenological, andragogic, axiological, environmental and ambivalent. Based on these approaches, the authors put forward a number of initial assumptions about the specifics of the process of the teachers’ professional skills development as educators. The article substantiates the importance of external and internal factors of teachers’ professional development. When describing factors, authors’ special attention is paid to both contributing factors and factors hampering the development of the teacher’s professional skills. It is also suggested that the presence of a formal professional community is not a factor in the development of the teacher’s professional skills as an educator, so special conditions must be created to this. The authors argue that the professional community is a factor of the teacher’s development of professional skills as an educator if there are constructive intergenerational and interstatus relations in this community and it has the features of a "co-existential community".