SUPPORTING THE PERSONAL SELF-DETERMINATION OF FUTURE TEACHERS AS A FACILITATING PRACTICE

Abstract

The article studies the conceptual substantiation of pedagogical support for the personal self-determination of a future teacher as a facilitating practice. The personal self-determination of the future teacher is a relatively new subject of support in professional education, the relevance of which is associated with the individualization of education. The active interpretation of personal self-determination (“activity of self-determination”) allows to consider pedagogical support as a relevant humanitarian practice, the purpose of which is the sociocultural mediation of personal self-determination using an arsenal of well-known mediators (sign, word, action). At the same time, the humanitarian nature of support assumes that socio-cultural mediators, as well as the psychotechnical aspect of support, are secondary in relation to the personality of the teacher-facilitator. The facilitating essence of support is provided and implemented through the teacher’s personality, which is viewed as a highly resourceful personality that stimulates the processes of students’ personal self-determination. Understanding the facilitative essence of the support and activity nature of personal self-determination allows us to give a positive characteristic for the actions of the educator-facilitator: stimulating the basic processes of self-determination, “trying” personality activity in the quasi-mode and in a wide life context.