pp. 291-301 | Article Number: mathedu.2016.033
Published Online: April 10, 2016
Article Views: 278 | Article Download: 346
In the conditions of change of educational reference points the professional activity and a personal maturity of the teacher, his internal intension directed on self-development and updating of personal potential in professions got a special value. In this regard the main objective of the article consists in implementation of the phenomenological analysis and the model of a professional and personal orientation of the teacher. The article characterizes the model describing the structure, typology, mechanisms of functioning of a professional and personal orientation of the teacher is offered. The Individually-typological features of professional and personal orientation of the teacher are identified. The effective types are defined which corresponding to the functional level of a professional and personal orientation (generative, self-actualization, subjective), and the types needing in the optimization (manipulative and dependent, compensatory, formal and productive, communicative, egocentric, administrative) which belong to pre-functional and dysfunctional levels of the professional and personal orientation. The program of optimization of a professional and personal orientation of the teacher is developed.
Keywords: the professional and personal orientation, the professional development, the personality of the teacher, the types of vocational and personal orientation, the optimization of professional and personal orientation
Abulkhanova-Slavskaya, K. S. (1991) Strategies of life. Moscow: Thought.
Afonkina, J. A. (2009). Genesis of a professional orientation (Doctoral dissertation). Russian State Pedagogical University named after A. I. Herzen, St. Petersburg, Russia.
Anikina V. G. (2009). Reflective training as a means of conflict resolution. Cultural-Historical Psychology, 3, 72-89.
Beznosov, S. P. (2004). The professional deformation of the person. St. Petersburg, SPb.: Rech.
Bodalev, A. A. (2006). On the subject and objectives imageology. World of Psychology, 1, 180-183.
Klimov, E.A. (2004). Psychology of professional self-determination. Moscow, M: Academy.
Kuzmina N. V. (1990). The professionalism of the individual teacher and trainers. Moscow, M: Higher School.
Markova, A. K. (1996). Psychology of professionalism. Moscow, M: Knowledge.
Minyurova, S. A. (2008). The psychology of self-development in the profession. Moscow, M: Satellite.
Mitina, L. M. (2004). Psychology of work and professional development of teachers. Moscow, M: Academy.
Pryazhnikov, N. S. & Pryazhnikova E. J. (2001). Psychology of work and human dignity. Moscow, M: Academy.
Vasyagina, N. N. & Marchuk, N. Y. (2009). The phenomenological analysis of the professional and personal orientation. International Journal of Experimental Education, 6, 19-21.
Vasyagina, N. N. & Lozgacheva, O. (2008). Formation of stress at the stage of professionalization. Ural State Pedagog. Univ., Yekaterinburg.
Vasyagina, N. N. & Marchuk, N. Y. (2013) Optimization of the professional and personal orientation teacher.Ural State Pedagog. Univ., Yekaterinburg.
Volkova, E. N. (1998). Subjectivity Teacher: Theory and Practice (Doctoral dissertation). Psychological Institute of the Russian Academy of Education, Moscow, Russia.
Zeer, E. F. (2005). Professionally oriented logical-semantic model of personality. World of Psychology, 1, 141-147.