Resource-prognostic determination of personal and professional development of a teacher: scientific substantiation and technological solutions

Abstract

Background. The current situation of society development is characterized by the emergence of new external stimuli as the challenges generating contradictions and barriers in the education system on the one hand, and on the other hand-expanding horizons, prospects, resources and meta-resources for the development of personality of subjects of education and especially the teachers as the future of children and youth largely depends on them.

Objectives. Theoretical substantiation, empirical verification and technological ac- tualization of psychological resources for determining the personal and professional development of a teacher.

Study Participants. University students (n = 663), university professors (n = 100), high school students (n = 125), school teachers (n = 90).

Methods. The study consisted of four stages. A special methodological program has been developed for each stage.

Results. The study revealed the specifics of the content structure of psychological resources relevant for the personal and professional development of teachers:reflexive projecting, constructive coping, emotional and value engagement. It is demonstrated that the complex of interrelated and interdependent resource-prog- nostic constructs — metaresources acts as the main factor (predictor) determining the high level of personal and professional development of a teacher. The data analysis allowed to create a structural model of resource determination of personal and professional development of the subjects of education at the target, content (person- al, interpersonal), technological, organizational, and strategic levels of psychological training for teachers.

Conclusions. The concept of resource-prognostic determination of the teachers’ development, based on the idea of the maximum possible reliance on self-development and self-organization, assumes the most effective implementation of the totality of a teacher’s resources (meta-resources) in an individually unique situation. The technology of actualization of psychological resources for determining the personal and professional development of teachers (future teachers) has proven its effectiveness in experiments, which allows to recommend this technology for implementation in the educational process of schools, colleges, universities.

References

Aseev, V.G. (1976). Motivation of behavior and personality formation. Moscow: Education. (In Russ.).

Erokhina, E.V. (2011). Strategii preodolevayushchego povedeniya i sotsial'noi adaptatsii pri razlichnykh profilyakh emotsional'nogo intellekta: Diss. kand. psikhol. nauk. (Strategies for coping behavior and social adaptation in different profiles of emotional intelligence: dissertation). Ph.D. (Psychology), Krasnodar. (In Russ.).

Greenglass, E.R. (2002). Proactive coping. Beyond coping: Meeting goals, vision, and challenges. In E. Frydenberg (Eds.). (pp.37-62). London: Oxford Univ, Press.

Hobfoll, S. (2011). Conservation of resource caravans and engaged settings. Journal of Occupational and Organizational Psychology, (84), 116–122.

Karpov, A.V. (2020). Metacognitive determinants of the structural organization of the self-concept. Mir Psikhologii (World of Psychology), 1(101), 195–212. (In Russ.).

Kashapov, M.M. (2023). Structural and functional characteristics of a teacher's resource thinking. Mir Psikhologii (World of Psychology), 2(113), 21–29. https://doi.org/10.51944/20738528_2023_2_21 (In Russ.).

Lazarev, V.S., Nosova, L.N. (2020). The study of the ability to pose practical problems. Psikhologicheskaya Nauka i Obrazovanie (Psychological Science and Education), 25(5), 71–82. https://doi.org/10.17759/pse.2020250506 (In Russ.).

Lomov, B.F. (1989). A systematic approach and the problems of determinism in psychology. Psikhologicheskii Zhurnal (Psychological Journal), 10(4), 19–33. (In Russ.).

Mitin, G.V., Mitina, L.M., Vostokova, Yu.I. (2023). Professional deformations of teachers and deviations of students during the global crisis: psychological diagnosis, prevention, correction. Psikhologiya i Pravo (Psychology and Law), 13(2), 183–205. https://doi.org/10.17759/psylaw.2023130214 (In Russ.).

Mitina, L.M. (2018). Personal and professional development of a teacher: strategies, resources, risks. St. Petersburg; Moscow: Nestor-History. (In Russ.).

Mitina, L.M. (2022a). Convergence of scientific traditions and innovative technologies as a way to update the content of pedagogical activity. Teoreticheskaya i Eksperimental'naya Psikhologiya (Theoretical and experimental psychology), 15(3), 143–161. https://doi.org/10.24412/2073-0861-2022-3-143-161 (In Russ.).

Mitina, L.M. (2023a). Meta-resources of personal and professional development of a teacher: mechanisms, characteristics, conditions. In: A.O. Prokhorov, B.S. Alishev, A.V. Chernov, M.G. Yusupov (Eds.). Psychology of human conditions: current theoretical and applied problems (pp. 421–427). Kazan: Kazan (Volga Region) Federal University. (In Russ.).

Mitina, L.M. (2023b). Teacher of the future: resource-prognostic determination of personal and professional development. Mir Psikhologii (World of Psychology), 2(113), 9–21. https://doi.org/10.51944/20738528_2023_2_9 (In Russ.).

Mitina, L.M. (Ed.). (2022b). A teacher in the context of personal and professional development: reality and prospects. Moscow: Psychological Institute of the Russian Academy of Education, Publishing House "Bakhrakh". (In Russ.).

Mitina, L.M., Mitin, G.V. (2023). A structural and meaningful model of the new practice of psychological training of teachers. Aktual'nye Problemy Psikhologicheskogo Znaniya (Actual Problems of Psychological Knowledge), (1), 122–143. https://doi.org/10.51944/20738544_2023_1_122 (In Russ.).

Mitina, L.M. (Ed.). (2022b). A teacher in the context of personal and professional development: reality and prospects. Moscow: Psychological Institute of the Russian Academy of Education, Publishing House "Bakhrakh". (In Russ.).

Mitina, L.M., Mitin, G.V. (2023). A structural and meaningful model of the new practice of psychological training of teachers. Aktual'nye Problemy Psikhologicheskogo Znaniya (Actual Problems of Psychological Knowledge), (1), 122–143. https://doi.org/10.51944/20738544_2023_1_122 (In Russ.).

Mitina, L.M. Vostokova, Yu.I. (2023). Actualization of the reflexive resource of personal and professional development of students studying in the field of “Psychological and pedagogical education”. Problemy Sovremennogo Obrazovaniya (Problems of Modern Education), (6), 64–79. https://doi.org/10.31862/2218-8711-2023-6-64-79 (In Russ.).

Mitina, L.M., Shchelina, S.O. (2021). Resource determination of personal and professional development of psychology students. Moscow: Psychological Institute of the Russian Academy of Education. (In Russ.).

Pochtareva, E.Yu. (2017). The value-semantic sphere of personality: essence, determinants, mechanisms of development. Vestnik Permskogo universiteta. Filosofiya. Psikhologiya. Sotsiologiya (Bulletin of Perm University. Philosophy. Psychology. Sociology), 4(32), 563–575. https://doi.org/10.17072/2078-7898/2017-4-563-575 (In Russ.).

Rogozyan, A.B. (2012). Psikhologicheskie resursy individual'nogo stilya preodoleniya stressa: na primere lichnosti meditsinskogo rabotnika: Diss. kand. psikhol. nauk. (Psychological resources of an individual style of coping with stress: on the example of the personality of a medical worker). Ph.D. (Psychology). Krasnodar. (In Russ.).

Samsonenko, L.S. (2020). Meaningful features of the development of predictive abilities in psychology students. Nauchnyi Rezul'tat. Pedagogika i Psikhologiya Obrazovaniya (Research result. Pedagogy and Psychology of Education), 6(2), 94–107. https://doi.org/10.18413/2313-8971-2020-6-2-0-9 (In Russ.).

Semenov, I.N., Grishin, I.S. (2021). Philosophical and psychological aspects of reflexive pedagogical development of human capital in the process of information digitalization of education. Mir Psikhologii (World of Psychology), 1-2(105), 20–33. (In Russ.).

Shustova, I.Yu., Zhimaeva, E.M. (2022). Formation of a child-adult community as a condition for raising a special child in an inclusive classroom. Mir obrazovaniya — Obrazovanie v Mire (World of Education — Education Around The World), 2(86), 112–118. (In Russ.).

Tolochek, V.A. (2022). Conditions of the social environment, resources and social success of subjects: open questions. Psikhologicheskii Zhurnal (Psychological Journal), 43(4), 36–47. https://doi.org/10.31857/S020595920021478-1 (In Russ.).

Vasilevskaya, E.A. (2020). Reflection as a mechanism of personality development. Man is a picture of the world: the ethnic aspect. In: V.V. Ryabov, G.E. Kozlovskaya, O.A. Kornilova (Eds.), (pp. 81–83). Samara: OOO “Porto-print”. (In Russ.).

Vostokova, Yu.I. (2023). Technology of actualization of reflexive design as a resource of personal and professional development of a teacher-psychologist. Mir Psikhologii (World of Psychology), 2(113), 85–94. https://doi.org/10.51944/20738528_2023_2_85 (In Russ.).

Zeer, E.F., Tretyakova, V.S. (Eds.). (2021). Personalized education in the projection of the professional future: methodology, forecasting, implementation: collective monograph. Ekaterinburg: Russian State Vocational Pedagogical University. (In Russ.).