CURRENT LEVEL OF SELF-ACTUALIZATION OF FUTURE TEACHERS AND PROSPECTS OF THEIR PROFESSIONAL DEVELOPMENT

Abstract

The paper is dedicated to experimental assessment of the current level of self-actualization of a personality of students who study to get their pedagogical master’s degree. In traditions of the existential-humanistic approach, self-actualization is considered as a comprehensive and continuous development of personal potential, the maximum realization of a person’s capabilities in the context of activity. The relevance of the study is determined by the humanitarian nature of pedagogical education and pedagogical activity, which implies the primacy of the processes of personal development, which act as a “base” for the professional development of a future teacher. In this regard, the current level of self-actualization of future teachers is considered as a predictor of prospects for their professional development. An approximate forecast of professional development is given depending on the identified level of self-actualization. A positive prognosis is given for 2/3 of the experimental sample. At the same time, in general, the results of the study allow to identify an urgent problem: insufficient attention to the issues of personal development of future teachers in the educational process. In this regard, the immediate prospects of pedagogical education are associated with the theoretical substantiation and practical implementation of practices relevant to its humanitarian essence, namely, with the accompaniment of self-actualization of the personality of future teachers.