Psychological readyness as a mechanism of formation of professional maturity of a teacher in conditions of postgraduate education

Abstract

The formation of the professional maturity of a teacher in the system of postgraduate education is highlighted through the prism of the relevance and modernity of knowledge of synergetics and acmeology, as the methodological basis of the polyparadigmal approach, in general, and competent, in particular. The purpose of the article is theoretical analysis of the integration criteria of professional maturity of a teacher in the content of the competence postulate “The ability to study for a life as a basis for continuous professional training ...”, namely: internal criteria - readiness for continuous personal and professional self-improvement, to professional and personal self-realization, professional competences; external - the effectiveness of professional activities. The study of this problem makes it possible to identify the integration criteria of the professional maturity of the teacher and the theoretical analysis of the basic concepts. The methodological basis of this problem isconsidered; the process of formation of professional maturity of the teacher in the system of post-graduate education through the analysis of reflexive self-regulation, first of all willingness to self-organization, the ability to self-education, to self-realization; criteria specific to the profession of primary school teacher in the institution of general secondary education. In further research and study of the integration components of the professional maturity of a teacher in the system of postgraduate pedagogical education, the priority direction is the study of the conditions for the intensification of the development of pedagogical systems, which make the issue of determining the necessary and sufficient elements of the system of continuous education providing the conditions for the formation of professionalism, acmeological activity and professional maturity of a teacher.