Value-semantic self-determination in the professional development
of a teacher in conditions of additional vocational education
V. V. Nikolina, O. E. Fefelova
Abstract
The article reveals the problems of theoretical substantiation of value-semantic self-determination in the professional development of a teacher in conditions of additional adult education. The relevance of the research is determined by the fact that it is carried out in the context of innovative changes in additional vocational education in the conditions of the emergence of a postindustrial society in
The article is based on an extensive multidimensional theoretical and methodological material, the analysis of philosophical, psychological and pedagogical works on the problem of the value-semantic self-determination of the teacher in his professional work in the changed socio-economic conditions and modernization of education is carried out.
It is noted that the research is based on the methodological foundations of anthropological, axiological, humanistic, activity-based approaches. The article emphasizes the «value nature» of the teacher's value-semantic self-determination in professional activity, conditioned by pedagogical values that have a sociocultural, humanistic basis, defining, regulating, orienting, motivating his professional development. The essence of the value-semantic development of the teacher is revealed, pedagogical conditions for the realization of the value-semantic self-determination are revealed in the process of improving the qualifications of teachers.
On the basis of a set of research methods, the effectiveness of the developed pedagogical conditions of their successful value-semantic self-determination is revealed, including: the axiological filling of the content of the program of courses of upgrading qualifications with new professional values and revealing their correlation with the traditional in the context of activity content; the construction of the content of the educational process in conditions of additional adult education in the form of a system of didactic tasks filled with a value and practical meaning; creation of situations of value-semantic rethinking of value orientations of teachers in the context of dynamic changes in society; the use of educational technologies, developing type, including teachers in the event, activity, dialogical, interactive situations that ensure the personal involvement of all subjects in the educational process on the basis of dialogic interaction and reflexive activity.
The scientific novelty of the research consists in substantiating the effective potential of the pedagogical conditions of the teacher's value-semantic self-determination, which ensures his professional development in conditions of additional adult education. The results that reveal the influence of the teacher's value-semantic self-determination in the value orientations of modern society on the formation of his new professionalism are formulated.