PARADIGMAL CONCEPTUAL MODEL OF PERSONAL, PROFESSIONAL AND PROFESSIONAL-CULTURAL DEVELOPMENT OF A TEACHER
Abstract
The review article on acme-synergetic, axio-cultural, personal-activity and holistic positions characterizes the conceptual scheme and structure of the author's paradigmatic conceptual model of personal, professional and professional-cultural development of a teacher. The integral set of essential characteristics of the developed model includes the following: 1) its axiologically determined acme-synergetic paradigm; 2) conceptuality; 3) spiral shape of the spatial shape; 4) system construction as hierarchically ordered; 5) value-semantic succession of phases of development of the teacher's personality as a special subsystem; 6) multidimensional and systemic nature of the functions of professional and pedagogical culture as a strategic dominant of the holistic development of the teacher. The paradigmatic and conceptual nature of the multilevel model is primarily reflected in its conceptual platform and the principles of career self-movement of the teacher - general and specific (they are formulated on the basis of certain criteria). The spatial form of the projected ideal object in the form of a spiral first of all reflects values-purposes of the corresponding developmental process: axiospheres of the competent teacher and pedagogical professionalism, axiocultural sphere of professional pedagogical culture, each of which is constructed in three-dimensional system of integral activity of the teacher. In general, the model itself is presented as a holistic set of such interconnected and ordered subsystems: the subsystem of axiological formations of personal, professional and professional-cultural development of the teacher; subsystem of basic integral activity of a teacher in a career self-movement - intellectual, affective and communicative; subsystem of phases of self-movement of a teacher to the top of professional maturity at its different levels: 1) phase of career growth to the level of professional competence; 2) the phase of self-movement to the level of pedagogical professionalism; 3) the phase of the teacher's ascent to the level of professional and pedagogical culture. The leading feature of the phases is their value-semantic continuity, which is provided by a specially described mechanism. The functions of professional and pedagogical culture and the main integral properties of personal, professional and professional and cultural development of a teacher are revealed in different dimensions. His means - self-creation and professional creativity are outlined.
Key words: development; holistic development of the teacher; phases and principles of development; conceptual scheme; paradigmatic conceptual model; axiosphere; axio-cultural sphere; professional competence; pedagogical professionalism; professional and pedagogical culture.
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References
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