ACADEMIC TEXTS REPOSITORY

Tikhonova, T. V. (2021). A model of psychological and andragogical support of a teacher's professional self-development in the conditions of post-graduate education. September, 2 (89), 34–44 (ukr).

Summary

The article defies the concept – «professional self-development of a teacher», «psychological and andragogical support of professional self-development of a teacher»; the author describes the theoretical psychological and andragogical support model of of the teacher professional self - development in the conditions of training on advanced training courses in the Nikolaev institute of postgraduate pedagogical education, characterizes criteria and indicators of quality of psychological and andragogical support of professional selfdevelopment of the teacher. The professional self-development of a teacher is defied by the author as a conscious purposeful self-knowledge, self-design and self-improvement in order to achieve high results in professional activities. The need to direct postgraduate education to the professional self-development of teachers requires the development and implementation of a model of its support, based on psychological and andragogical principles and interactive technologies that promote continuous self-improvement of teachers. Psychological and andragogical support of professional selfdevelopment of a teacher in the system of postgraduate education is defied as a systematically organized educational activity, built on andragogical principles and aimed at personal and professional growth of teachers. The theoretical model presented in the article describes the psychological and andragogical support of professional self-development of a teacher in postgraduate education through the following components: the purpose – to create favorable conditions for professional self-actualization and self-realization of teachers; conceptual principles – approaches and principles of support implementation; tasks aimed at creating conditions for self-development of professional competencies; andragogical conditions as ways to increase the effctiveness of support; support tools that are implemented through interactive learning technologies; criteria for the effctiveness of support and its overall result. Further research of effiency of psychological and andragogical support of professional self-development of the teacher provides introduction of its model in educational process and its estimation and corresponding adjustment