CONDITIONS AND FACTORS OF CONTINUOUS PROFESSIONAL TEACHERS’ GROW

Abstract

Being at any stage of the professional activity, the teacher cannot be fully professionally formed. Knowledge, individual experience, professional and spiritual values in general, influence his or her professional growth, which is conditioned by a measure of activity aimed at perfection. Pure contemplation of one’s professional activity, the stability of professional skills, the lack of desire, and the need for transformations describe the expert’s unpreparedness for professional growth. The purpose of the article is to identify and study the organizational and pedagogical conditions which influence the process of continuous professional teachers’ growth, and factors that impact on these conditions and actualize the professional development of the teacher. The scientific novelty is to determine and study the nature of organizational and pedagogical conditions of the process of continuous professional growth of teachers and factors that influence these conditions. Academic novelty is to determine and study the essence of organizational and pedagogical conditions in the process of continuous professional growth of future teachers. The professional growth of the teachers is a process of qualitative and quantitative transformations of their professional prospects, which have a result both by internal and external conditions and by managed and unmanaged factors as influencing the specified requirements. They can be defined by the elements of the system on which the pedagogical process is based and which ensures the achievement of specific goals. The teacher’s professional development is based on the deterministic activity of the individual, because it is connected to the transformation of the components of professional prospects, and the emergence of the new qualities at each stage due to certain factors. It is possible to distinguish the external and internal factors of professional growth, those that have positive or negative consequences.

Conclusions. Theoretical foundations of continuous teachers’ professional growth, organizational and pedagogical conditions at the stage of higher education, as well as studying the factors of teachers’ professional development, allows characterizing the regulatory and educational requirements. That all ensure their continuous professional development.