Subjective approach in the study of professional self-development of a teacher in a digital educational environment

Abstract

Introduction. Modern global processes of change in all spheres of society and the economy determine the priority of professional self-development of teachers who are ready to introduce new technologies and are able to change dynamically in the conditions of digital transformation of education and uncertainty of the future. The purpose of the study: to substantiate at the methodological level the process of professional self-development of a teacher in a digital educational environment and to determine at the empirical level the formation of a subjective and semantic position during periods of professional and pedagogical crises. Methodology, materials and methods. The methodological basis of the professional self-development of a teacher is a subjective approach, enriched with the idea of subject-semantic and subject-integrative regulatives. In the first case, the internal position of the teacher is the leading one, in the second – the influence of the external digital educational environment on the process of self-development during periods of professional and pedagogical crises. The study involved 76 teachers from educational institutions of general and secondary vocational education in Krasnodar and Krasnodar Krai. Questionnaires, testing, ranking, and correlation analysis were used as research methods. To assess the reliability of the established correlation coefficients, the Student's t-test was used. Results. It is established that teachers are characterized by a high level of activity in realizing their own needs for self-development (89.5%) and, as a result, low values of crisis-causing factors of professional and pedagogical activity (97.4%), as well as high indicators of factors of successful overcoming of professional and pedagogical crises (90.8%). The indicators of the realization of the need for active self-development and the factors of self-organization and selfcontrol of activities, as well as long-term goal-setting are significantly interdependent (tф>tst; α = 0,05). Conclusion. The results of the study contain a solution to the significant problem of substantiating and modernizing the process of professional self-development of a teacher. The implementation of this process on the basis of a subjective approach makes it possible to increase its effectiveness, to provide socio-pedagogical support to selfdeveloping teachers in crisis periods in a digital educational environment. Keywords: professional self-development of a teacher, digital educational environment, subjective approach, subjectsemantic and subject-integrative regulatives, professional and pedagogical crises, socio-pedagogical support