THEORETICAL ASPECTS OF SELF-DEVELOPMENT OF A VOCATIONAL TEACHER'S PERSONALITY
Abstract
DOI: https://doi.org/10.26565/2074-8922-2026-86-34
The purpose of the article is to identify theoretical aspects of studying the issues of self-awareness and self-development of a vocational teacher.
Methods. The research methods included content analysis of key concept definitions; typology of the phenomena under consideration; study of philosophical, psychological, and pedagogical literature.
Results. The study of the issues of self-knowledge and self-development, the provision of psycho-pedagogical support to the student at various stages of his or her development leads to the conclusion that a huge part of this work falls on the teaching staff and the specific vocational teacher. Only a teacher who has embarked on the path of systematic self-knowledge and self-development and who actively engages in self-education can effectively help others and create an atmosphere conducive to a culture of self-education. The personality of a vocational teacher is quite diverse. Its key components are: pedagogical orientation of the personality, professional activity, pedagogical abilities, professional knowledge and skills, pedagogical thinking and imagination, professional self-awareness. Favorable combinations of personal characteristics of a teacher determine the high level of his or her professional competence. They ensure the success of pedagogical activities and the professionalism of pedagogical communication, which ensures the achievement of high results in pedagogical action. Today, there are quite a few studies according to which teachers are divided into several types depending on the ratio of a person's level of self-acceptance and tendency toward self-improvement. Most often, four types of teachers are distinguished on this basis: 1) self-actualized; 2) independent; 3) self-assertive; 4) conflictual and contradictory.
Conclusions. For the processes of professional self-disclosure and self-development to be effective, teachers need comprehensive support and assistance from the management of the vocational education institution, which should be provided by creating certain conditions: 1) interaction with the teacher based on the creation of a zone of free choice; 2) delegation of managerial powers to the teacher and expansion of their functions; 3) training teachers in self-organization in the interests of personal development; 4) involving teachers in self-organization activities based on their experience and individual capabilities.
The prospect for further research is to study the information and educational environment and technologies that contribute to the effective professional self-development of vocational education teachers.
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