Mitina Larisa M.

In the mainstream of the systemic personality-developmental approach, a theoretical and empirical study of continuity as the basis for ensuring the learning and development of schoolchildren and students during the transition «school-university» was carried out. The results of the study made it possible to distinguish three crises of continuity: the crisis of the transition from general education to higher education, the crisis of the middle of education at a higher educational institution, and the crisis of the transition from education at a higher educational institution to professional activity. It is shown for the first time that overcoming and preventing succession crises depends on the following psychological conditions: 1) the level of self-awareness of the student, 2) the level of personal and professional development of the teacher, 3) the degree of formation of the polysubject community at school and university. Psychological and pedagogical tools (psychological programs) aimed at preventing and correcting succession crises have been developed and introduced into the educational process of the university.

Objective. The author had the purpose to conduct a multidimensional analysis of the factors determining the external and internal prerequisites for the personal and professional development of a teacher in the conditions of an updated pedagogical education. 

Results. The article provides a psychological analysis of possible positive dynamics, strategies of personal and professional development of a teacher based on the continuity of cultural traditions and innovative scientific technologies developed at the Psychological Institute of the Russian Academy of Education. It is shown that the accumulated theoretical and empirical material aimed at optimizing the educational process at school and university should be rethought and taken into account at the present stage of society development. The research team has carried out a series of studies that allowed to develop a new methodological — “systemic personality developing” approach, a concept and technology of personal and professional development of a teacher. The research presented in the article is aimed at solving the urgent problem of scientific and empirical substantiation of psychological concepts for development of a teacher ensuring the psychological well-being of students in a crisis period. A comparative analysis of two stages of empirical research (before the crisis and during the crisis) demonstrated that about a quarter of all surveyed teachers are specialists with a high level of personal and professional development, and they are able to create a psychologically favorable educational environment for their students. The number of teachers with a low level of personal and professional development increased significantly during the crisis, which negatively affected the level of anxiety, uncertainty, and fears among their students. 

Conclusion. The study established that it is the teacher who is the main subject providing a psychologically favorable educational environment for students, taking into account fundamental changes and crises in society: socio-cultural, philosophical, economic, political, etc. The obtained evidence base allowed for creation of a new practice of psychological training of future teachers which has been transformed at the target, content (personal, interpersonal, professional), technological, organizational, and strategic levels.