LIFE VALUES AND ORIENTATIONS HOW TO CAUSE THE TEACHER'S SELF-DEVELOPMENT

Abstract

The article analyzes the problem of self-development of a teacher in the context of his life values and life-meaning orientations. The transformation of the educational space in modern Ukraine requires specialists to develop professionally important qualities, form the ability for self-improvement and growth, which are impossible without understanding the meanings of their own life and activities. The self-development of a teacher is consider by the authors as the ability to constantly search and assimilate new knowledge, acquire new skills and abilities, organize the educational process for subjects of professional activity, effectively manage resources and information flows, the ability to model an individual professional trajectory, evaluate and predict the results of one's own activity. It is important for a teacher to understand the essence, meaning and tasks of his own pedagogical activity, its goals, and the ability to constantly correlate current pedagogical tasks with prospects. Depending on the meaning provided by a specialist in his activities, the goals of life and the development of internal needs are determined.

The study convincingly proves that teachers with a developed ability for self-development have life values and life-meaning orientations that are significantly different from similar formations among specialists who have stopped in development or this process has slowed down. Teachers with a high level of self-development ability need objective information about their own personality, strive for self-knowledge, self-improvement; have a responsible attitude to responsibilities; are distinguished by condescension to people and their shortcomings and exactingness towards themselves, by the general constructiveness of the personality; professional activity is a priority for them, and the problems of family and social life are also important for them. In this regard, an urgent question arises for further scientific research, namely, how to stimulate the teacher's self-development process, what psychological technologies to use for this, how to evaluate the results obtained, etc.