Levels of Professional Self-Realization of a Teacher: Methodological Aspects

Abstract

The article analyzes the professional self-realization of a teacher. Theoretical conclusions are made on the basis of scientific categories – activity, optimization, competence, humanism. The concept of “professional self-realization” is associated with other concepts: competence, ability, experience. it is important to distinguish between the concepts of "professional activity" and “self-realization in professional activity”.

It is proposed to take into account the objective and subjective components of professional self-realization. Objective components: conditions and requirements of pedagogical activity. Self-realization of a teacher includes components of activity: goal, object, subject, means, process, results and product. Subjective components of self-realization – author’s design, author's position, self-determination, self-development. There is a connection between professional self-realization and other processes – self-determination of a teacher, self-development, design of one’s personality.

There are three levels of professional self-realization of a teacher: functional, subjective, subjective. Functional level of self-realization: professional socialization, performance of basic functions, technological competence, professional role positions, social status in the team. Subjective level: influence on all components of teaching activity, self-management, self-control, development and improvement of activities; creative, projective and managerial abilities of the teacher. Subjective level: teacher-author, designs his own pedagogical system, designs and develops his personality, high reflection of the process. 

At the functional and subjective levels, the requirements of professional activity dominate. At the subjective level, there is a balance between standards (objective factor) and the teacher’s author’s position. This increases the efficiency of the teaching process.