Teacher’s Development Space: Model Representation

The purpose of the study. The discussion and adoption of the “Strategy for the development of education in the Russian Federation for the period up to 2036 with a perspective until 2040” sets the task of appropriate personal and professional development of employees at all levels of the education system. In this regard, the analysis of the content of the concept of “space of teacher’s development” and its categorical clarification within the framework of the model representation by analogy with the mathematical interpretation of physical space becomes relevant. The inextricable connection between the personal development of the current and future teacher with the emotional, social, cultural, intellectual and professional development of his human potential is indicated. The center of this space is the personality of the teacher as the author of his creation in the general educational context. The need for the formation of longitudinal professional and personal development goals in the development of educational programs of advanced training institutes for educators and pedagogical universities is actualized.

Materials and methods. Scientific publications in the field of personality-oriented, culturological, competence approaches in the analysis of the processes of professional formation of a teacher are used. The method of comparative analysis of the content of publications and the method of analogy in constructing a model of the teacher’s development space are applied. The experimental part of the paper used a survey method of experts in focus groups, members of dissertation councils and school teachers who had completed advanced training courses. The results of the surveys are compared with the theory of the development of the human thinking proposed by R. Keegan.

The results of the study. Based on the comparison of the converging results of the survey of focus group experts and teachers with the provisions of the theory of human thinking development, it is shown that the phenomenon of personal and professional development includes a hierarchy of forms of emotional, social, cultural, intellectual and professional development in a conditional (configurational) space, the coordinate axes (vectors) of which are the categories of subjectivity, competence and skill. These forms arise in the process of evolution of a human personality in the education system in such a way that the path of development is realized along a nonlinear trajectory with inflection points and an exit to a plateau of achieving mastery. The image of a conical spiral of the teacher’s professional development is proposed, immanently including emotional, social, cultural and intellectual development, the phases of which are determined by the totality of coordinates of subjectivity, competence and skill. The development spaces of the teacher and the student intersect in the educational context, forming the zone of proximal development according to L. Vygotsky. In the general educational space (goal content structure), the teacher is able to form a personal educational environment as an area of professional and personal development space.

Conclusion. It is concluded that the proposed spatial-like model implements the gnostic, communicative, constructive and evaluativereflective functions of personality development, takes into account the individualization of the development trajectory, personal involvement and direct participation in the processes (forms) of development, duration, continuity of the development process, covering the entire career of the teacher.

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