The professional and personal development of teachers in the context of continuing education

Marina Aleksandrovna Zakharova; Irina Anatolyevna Karpacheva; Vladimir Nikolaevich Mezinov

Marina Aleksandrovna Zakharova Department of Pedagogics and Educational technologies Bunin Yelets State University, Russian Federation https://orcid.org/0000-0001-8723-5221
Irina Anatolyevna Karpacheva Institute of Philology, Bunin Yelets State University, Russian Federation https://orcid.org/0000-0002-2929-6453
Vladimir Nikolaevich Mezinov Department of Pedagogics and Educational technologies Bunin Yelets State University, Russian Federation https://orcid.org/0000-0001-6192-7035

Keywords: Professional and personal development, maturity, personal maturity, self-development, professional success, continuing education, social status of a teacher.

Abstract

This article is devoted to the issue of professional and personal development of teachers in the context of continuing education, taking into account the needs of the developing society in teaching staff ready to build a successful career, which is characterized by mobility, dynamism, constructiveness, cooperation, and creativity.

The research objective: to determine the impact of professional and personal development of teachers related to the success of their professional activity and level of personal maturity as a teacher.

The research tasks: To determine subjective and objective factors of developing the personal maturity of teachers, to describe pedagogical conditions for developing the personal maturity of teachers in the process of continuing education, and to determine and characterize development levels of the personal maturity of teachers as a condition of professional and personal development.

The research methods: 1) Theoretical ones: The analysis of research results on the issue, comparison and generalization; 2) Empirical ones: The test of D.A. Leontyev, the methodology of E.E. Rukavishnikova, the methodology of M.N. Mironova, and the “Questionnaire of Mastering Methods”; and 3) The correlation coefficient of Spearman.

The authors determine that it is reasonable to consider the personal maturity of teachers not only as a condition of but also as a criterion for professional growth. Subjective and objective factors in the development of the personal maturity of teachers include competitive environment, hierarchy of human needs, age, individual craving for recognition, status, respect, and self-actualization as well as the norms and values of the social and cultural environment.

Further, the authors determine three levels of teachers’ personal maturity (low, sufficient, and optimal) and present generalized characteristics of teachers demonstrating the different levels in the context of actual and potential professional and personal growth.

Materials provided in the article can be useful in designing models and programs for additional professional education, in developing individual programs for teacher development, and in certifying teaching staff.

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Author Biographies

Marina Aleksandrovna Zakharova, Department of Pedagogics and Educational technologies Bunin Yelets State University, Russian Federation

Candidate of pedagogic sciences, Associate Professor, Head of Department of Pedagogics and Educational technologies Bunin Yelets State University, Russian Federation

Irina Anatolyevna Karpacheva, Institute of Philology, Bunin Yelets State University, Russian Federation

Candidate of pedagogical sciences, Associate Professor, Director of the Institute of Philology, Bunin Yelets State University, Russian Federation

Vladimir Nikolaevich Mezinov, Department of Pedagogics and Educational technologies Bunin Yelets State University, Russian Federation

Doctor of pedagogical sciences, Professor of Department of Pedagogics and Educational technologies Bunin Yelets State University, Russian Federation

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