Abstract
In the current article, the assumptions are proposed based on the analysis of theoretical sources and on the perspective of considering the semantic field of a humanistically oriented educational environment as a complex of elements that reveal the willingness and humanistic position of subjects. The research hypothesis lies in the assumption that such components of the “Self-concept” as creativity, intentionality, authenticity, and the desire for self-actualization contribute to the formation of teachers’ readiness for designing a humanistically oriented educational environment. The purpose of the study is to study the components of teachers’ readiness for constructing a humanistically oriented educational environment. The results of the experimental study testified to the expansion of semantic boundaries and awareness of the subjective significance of higher values, as well as to the willingness of teachers to design a humanistically oriented educational environment.
Highlights
Personal and professional development is largely determined by the characteristics of the personal and professional space
The relevance of the problem is determined by the following fundamental provisions: - in the current socio-political and economic conditions of global social development, the humanization of the entire educational process acts as an important prerequisite and a scientific and practical foundation for the modernization of the higher education system
The task is to prepare a specialist, a carrier of values and an existential essence, where professional training is only the face of his unique personality [4]; - the global trend of humanization and humanization of the educational process sets the task of designing and modelling a humanistically oriented environment and studying its impact on the personal and professional development of a specialist [5,6,7]
Summary
Personal and professional development is largely determined by the characteristics of the personal and professional space. The relevance of the problem is determined by the following fundamental provisions: - in the current socio-political and economic conditions of global social development, the humanization of the entire educational process acts as an important prerequisite and a scientific and practical foundation for the modernization of the higher education system In this regard, the task is to prepare a specialist, a carrier of values and an existential essence, where professional training is only the face of his unique personality [4]; - the global trend of humanization and humanization of the educational process sets the task of designing and modelling a humanistically oriented environment and studying its impact on the personal and professional development of a specialist [5,6,7]. Such factors of the educational environment as the value-semantic nature of the educational space at the university, the value-semantic world of the individual, and the spiritual and moral processes in the university system come to the fore [8,9]
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