Pedagogical conditions for the professional and creative self-development of a student's personality igor alekseevich sharshov

By yielding entropy, it serves as a source of self-destruction, turning from a force that resists chaos into a force that feeds it. From this it becomes clear how important it is for the teacher to experience the contradictions in the development of the style of pedagogical activity fruitfully.

Since the individual style of activity is a relatively stable phenomenon, it is difficult to predict in advance which of the possible directions at this point will be "chosen" by the system, which path its further development will take - all this depends on random factors. Therefore, pedagogical assistance to a teacher in a disequilibrium state is very important. But it should be noted that pedagogical assistance from the outside will be effective only if there are formed internal conditions, that is, depending on how much the teacher independently progressed in the process of understanding the need to change the individual style of pedagogical activity.

Since we characterize the individual style of pedagogical activity as a permanent self-regulating system in which information coming from outside is processed in a self-organizing process, it is the active role of internal conditions, which are increasingly being formed and developed, that determines the range of external influences. From this statement

it follows that in order to effectively influence the development of the teacher's individual style, it is necessary to break its static stability and, through bifurcation, to transfer it to a dynamically nonequilibrium, but amenable to influence, state of self-regulating development.

The most difficult moment is the process of creating perturbations for the development of an individual style of activity in the right direction. Self-orientation of the teacher to maximize the potential of the internal environment and continuous self-renewal are impossible without the teacher's creative approach to self-regulation of the style-system.

Thus, within the framework of the synergetic approach, the individual style of the teacher's activity is an open self-regulating integral system that ensures its development through the active use of both internal resources and opportunities determined by the conditions of the external environment. This approach is not a denial of any of the currently existing in philosophical and psychological-pedagogical science, but allows to solve in a new way the problems associated with the development of the individual style of the teacher's professional activity, with the transition of its functioning under the influence of "control levers" (G. Haken) to more high level associated with a more complex organization.

THEORETICAL FOUNDATIONS OF THE MODEL OF PROFESSIONAL AND CREATIVE SELF-DEVELOPMENT OF THE STUDENT'S PERSONALITY

I.A. Sharshov

The analysis of the problem under study requires a theoretical and methodological integral understanding of the concept of "professional and creative self-development of an individual" in accordance with the personally oriented orientation of education. For this, we build a strict generic conceptual chain "self-development" -\u003e "creative self-development of the individual" -\u003e "professional and creative self-development of the individual."

Self-development, in our opinion, is the highest level of self-movement, on which not chaotic, but directed, conscious changes occur, leading to a qualitative transformation of system elements and their functions, accompanied by an increase in the number of degrees of freedom of the system and the emergence and complication of new dynamic connections and relationships with the environment ... Dialectics of interaction of internal

them and external factors are determined by the level of independence of the system, more precisely, by the level of its self-organization. The more the system is self-organized, the less significant is the influence of external factors. The ability to self-organize directly proportionally determines the degree of freedom of the system, the level of its autonomy and stability.

The process of self-development is endless, while the process of self-organization, in relation to the personality, without additional clarification, will have a limit determined by the absence of special qualities of an intelligent system - mechanisms of self-knowledge. Singling out self-knowledge as the first relatively independent functional block of self-development, it is necessary to note its inextricable functional connection with self-organization. Self-organization, building on the mechanisms of self-

knowledge is exclusively conscious in nature: the inner goal is formed by the personality itself; self-regulation is carried out between the various components of the personality as a system; there is a development of an attitude towards external goals and influences. Representatives of the synergetic approach (H.H. Moiseev, I. Prigozhin, G. Haken and others) argue that it is the possibility of a conscious choice from various options that underlies self-development, contributing to the emergence of more perfect forms of self-organization.

Effective personality development obliges to consider not only the means of obtaining information about oneself by a person (self-knowledge), planning, ensuring and controlling his behavior (self-organization), but also the mechanisms and essence of the personality's goal-setting and the means of achieving results. A special aspect of the research is professional self-realization as a goal, condition and result of purposeful professional and creative self-development of an individual in the process of studying at a university. The process of self-realization involves setting goals, developing plans, projects and ideas, as well as mastering the ways to implement them.

A full-fledged self-realization of a person necessarily presupposes a preliminary stage, at which the pedagogical activity of the individual is carried out, directed at himself, in order not only to reveal the existing abilities, but also to acquire and develop new ones for the conscious improvement of the personality of his essential and potential forces in order to “finish” himself up to ideal image ("self-education") as an integral personality, capable of creative self-realization. For this, we single out a relatively independent block of self-development mechanisms preceding self-realization - self-education, which includes the processes of self-learning and self-education.

Thus, personality self-development is a conscious process of personal formation with the aim of effective self-realization based on internally significant aspirations and external influences. Various mechanisms of the self-development process are connected by us into four functional block-stages: self-knowledge, self-organization, self-education and self-realization. In the holistic structure of functional blocks of personality self-development, we consider creativity and intelligence as ways.

The need for an intellectual component is caused by the real state of affairs in the educational process at the university: the educational and professional activity of students is based mainly on intellectual activity, suggesting a high degree of mental development of the individual. In the conditions of self-development, those students who have a better intellect have the best chances.

Creativity as a pedagogical phenomenon is of particular interest in this regard. Self-development is also possible at the reproductive level, in the absence of a creative direction of activity. If, in a philosophical sense, self-development implies certain changes in the personality, the emergence of something new (a sign of creativity), then in the pedagogical sense, simple changes cannot be considered a manifestation of creative activity. Thus, we view creativity as the most important way effective self-development, which determines its creative essence.

All of the above allows us to assert the existence of the integral concept of “creative self-development of a personality” (TSL). It is a certain structural and procedural characteristic of the personality, which can be presented both as a process of increasing the efficiency of the processes of “selfhood”, and as a level and special quality of the personality (as the ability for creative self-development).

Such an interpretation allows us to introduce the concept of the space of a person's creative self-development, located in the multidimensional space of personal qualities, values \u200b\u200band abilities. For clarity, let's enlarge the basis of space: we will take self-development, creativity and intelligence as basic vectors. In fact, these concepts themselves are multidimensional formations, that is, some subspaces of lower dimension in the same TSL space.

Self-development (Q

Figure: 1. Space for creative self-development of personality

Creative self-development of a person is

an integrative creative process of conscious personal formation, based on the interaction of internally significant and actively perceived external factors. The TSL process, as a form of personality existence at a certain stage of its formation, affects all internal spheres of a person and finds its expression in all personal manifestations: in activity, activity, communication, etc.,

which, in turn, contributes to the formation of further motivation for creative self-development. When analyzing the features of this process for students, we mean its professional orientation.

Then the professional and creative self-development of the personality (PTSL) of the student is the creative self-development of his personality in the educational process of the university, which ensures further creative self-realization in professional activity. PTSL is carried out through the mechanisms of self-knowledge, self-organization, self-education as a desire for professional and creative self-realization, using creativity and intelligence as ways to intensify this process.

Professional competence is formed on the basis of general personal development (education) and for further cultural development and the formation of his individual style of activity. Structurally, PTSL is a subspace of the TSL space, and its model can be built in the same three-dimensional coordinate system, taking into account the professional orientation of each axis. The point in the PTSL space reflects the state of professional and creative self-development of the individual at the moment, determined by the degree of expression of the qualities-coordinates. To build a visual model of the PTSL process, we determine the key stages of all three basic processes in the PTSL space (self-development, intelligence and creativity), the spatial intersections of which will give an idea of \u200b\u200btheir integral interaction.

Considering self-development as a structural and procedural characteristic of a person, we can draw a parallel between the functional blocks of self-development that we have identified and the stages of the implementation of self-development as a process. As such blocks-stages of the formation of the ability for self-development, let us take self-knowledge, self-organization, self-education and self-realization, which have a professional orientation. For creativity and intelligence, we also offer several relatively independent blocks-stages, each of which reveals a certain facet of the concepts of "creativity" and "intelligence" and gives an idea of \u200b\u200bthe dynamics of the corresponding professional growth. For the axes of creativity and intelligence in the PTSL space, we implement the principle of mutual complementarity of the corresponding qualities at the stages of the same name, synchronizing them with the stages along the axis of "self-development".

The first stages of intelligence and creativity are the mutually complementary personal and professional features: rational mathematical thinking (including spatial thinking) and creative imagination, respectively. Just as self-knowledge is

the foundation of self-development, and these abilities are the basis for the formation of an intellectual and creative personality of a specialist.

In factor intelligence models, as well as in intelligence tests, mathematical and (sometimes as a separate) spatial factors are mandatory, and in many theories they are decisive. But in reality, in the process of studying in universities, these abilities develop only in special faculties, depriving students of humanitarian faculties of the mathematical component as a powerful means of self-development of professionally significant qualities.

The stage of rational-mathematical thinking implies the development of not only arithmetic abilities, but also spatial imagination, which has a direct connection with creative imagination. We understand the latter as the ability of a person to create new images, structures, ideas, connections through the combination or recombination of previously known elements. Thus, creative imagination is based on operating with visual mental models, but at the same time it has features of mediated, generalized cognition and abstract representations that combine it with thinking. It is important that the figurative imagination is integrated with the rational-mathematical with the aim of their full mutual development. This interaction mobilizes intuition and observation, a critical attitude to what is being studied, the ability to generalize, logic, accuracy, the ability to model, the ability to generate ideas, analyze and defend one's opinion, systematize knowledge, etc.

As the second stages of intelligence and creativity, we note memory (semantic and figurative, respectively). Both the intellectual and the creative aspects are hidden in mnemonic activity. G.K. Sereda characterizes memory as a continuous, never-ending process of "self-organization" of individual human experience. That is, professional memory organizes and reconstructs the acquired knowledge.

Semantic memory, inherent to a greater extent of an intellectual person, is allocated on the basis of the relationship of memory with thinking and lies in the fact that information is subjected to active mental processing, logical analysis and synthesis, the establishment of relationships, generalization, etc. Semantic memory refers to intentional thought processes : the subject consciously sets a goal, a task for memorization, providing volitional regulation of memory processes. Figurative memory is determined by the connection of memory with perception and imagination and is usually divided into separate types, depending on the type of analyzer: visual, auditory, gustatory, tactile and olfactory

new memory. In our opinion, a better memory characteristic is not a source of information, but a memory object. If semantic memory deals with concepts and words, then figurative memory, of course, operates with images. At the same time, figurative memory often has an involuntary character, causing the emergence of unexpected associations; she is characterized by emotionality, which is an additional powerful factor in memorization. For effective professional and creative self-development, it is necessary to use all types of memory in aggregate, realizing their complementarity.

The third stage of intelligence will be called the verbal abilities noted by all researchers, which are closely correlated with the general culture of the personality and academic performance. Verbal abilities include semantic understanding, the ability to verbal analogies, the ability to define and explain concepts, speech fluency, adequate vocabulary (professional literacy), etc.

For creativity, as the third stage, let us single out the method of self-expression and self-education that is dual in relation to verbal abilities - acting. When training a specialist, it is useful to use the basic techniques of the K.S. Stanislavsky, perfecting the art of reincarnation, speech improvisation, facial expressions, gestures, etc. Moreover, unlike an actor, in the creative arsenal of a self-developing personality there should be more roles, its behavior should be more flexible and inventive. Actor's techniques of creative reincarnation enrich the possibilities of self-knowledge of the individual and the means of professional communication.

Finally, the fourth stages of intelligence and creativity will be called logic and intuition, respectively. Just as self-realization is both a stage and an intermediate goal of self-development, upon reaching which a new round of the endless process of self-development begins, so logical and intuitive abilities act directly as qualities inherent in an intellectual and creative personality at certain stages of the PTSL, as well as the goals of this process, which are in

the ability of a person to solve professional problems and tasks in practice.

Logic, being the highest manifestation of intellectual thinking, acts, at the same time, as a starting point for intellectual development at a higher level of professional self-improvement. Similarly, intuition is interpreted as the root cause of the creative act hidden in the depths of the unconscious (A. Bergson, N.O. Lossky, 3. Freud, etc.), that is, it necessarily accompanies all the previous stages of creativity, and as a specific mechanism of the creative process, not reducible to discursive thinking. Professional intuition is considered the highest manifestation of competence, being a specific creative mechanism for going beyond the boundaries of established professional stereotypes.

Let us construct a PTSL model by depicting the correspondence of the stages of three coordinate components in the PTSL space.

Figure: 2. Model of professional and creative personality self-development (PTSL)

The spatial model of PTSL is dynamic, since the process of professional and creative self-development in it can be schematically represented as the movement of a personality from point O, which corresponds to the minimum expression of basic qualities and abilities (or from the actual state of PTSL, on which the person is at the moment), to the top the cube corresponding to the achievement of the fourth stages in all directions. The implementation of this movement is individual for each student.

^ "Self-service

НІ ~ Self-education

Samoorgantyalnya

Samoinshianme

And igu mile I --- L opoe w

Verbal ability

Smile about share

Rainonal mathematical thinking

The role of creativity in realizing the potential of the individual.Creativity, in fact, is a type of activity that actualizes the potential properties and resources of an individual. It is in creativity that the essential characteristics of a person find their fullest expression. Creativity becomes that sense-forming base on the foundation of which the whole life strategy of the individual is built.

Creativity presupposes a new vision of an object, a new solution to emerging problems, a readiness to abandon the usual patterns and stereotypes of behavior, perception and thinking, i.e. readiness for self-change.

The solution to the problem of becoming a creative personality largely depends on the school, on how the organization of the educational process contributes to the realization of the creative potential of students. Creative potential "launches" the mechanism of self-development of a creative personality.

Creativity is a complex, integral concept that includes natural-genetic, social-personal and logical components, in aggregate, representing knowledge, skills, abilities and aspirations of an individual to transform (improve) the world around him in various fields of activity within the framework of universal norms of morality and ethics.

The “creative potential” manifested in a particular field of activity is the “creative abilities” of a person in a specific type of activity, as well as a complex personality-activity education, including motivational-target, content, operational-activity, reflective-evaluative components reflecting the totality qualities and abilities, psychological states, knowledge, abilities and skills necessary to achieve a high level of its development.

The concept of creativity, their components.Creative abilities are understood as the integrative quality of a person, including motivational, activity and creative components, which provide a predisposition and readiness for activities to create an original product and contribute to the self-realization of the individual. formation of creative abilities.

The motivational component determines the attitude towards creative activity, contributes to the development of cognitive motives and interests of the individual, actualizes individual needs, inclination to creative activity, creates a high personal interest in creating something new. This is, in fact, the creative orientation of the personality of the students.

The activity component captures the involvement of the individual in various types of creative activity: solving problem-creative tasks and performing creative tasks, design, modeling and other types associated with creative thinking.

The creative component provides a creative attitude and involvement in the creative search for the implementation of the concept and idea, determines the style of the student's activity and creative independence, contributes to the manifestation of creative imagination.

The formation of a person's creative abilities is considered:

As an integral part of the general education process;

A natural, purposeful change in the internal structure of creative abilities and external forms of their manifestation, as a result of which new qualitative states arise, the basis of which is the dialectical unity of the possible and the actual;

Self-regulatory process, i.e. internally necessary movement, self-movement of students from the present level of creative abilities to a higher one in accordance with the individual characteristics and capabilities of each.

Techniques, methods, means of developing the creative abilities of the individual.Methods are techniques and means by which the development of creative abilities is carried out.

One of the basic principles of teaching is the principle from simple to complex. This principle is the gradual development of creativity.

In the process of organizing training for the development of creative abilities, great importance is attached to general didactic principles: scientific, systematic, consistency, accessibility, visibility, activity, strength, individual approach.

All creativity development classes are conducted in-game. This requires a new type of games: creative, educational games, which, with all their diversity, are united under a common name for a reason, they all come from a common idea and have characteristic creative abilities.

1. Each game is a set of tasks.

2. Tasks are given to the child in different forms, and thus acquaints him with different ways of transmitting information.

3. Problems are arranged approximately in order of increasing difficulty.

4. The tasks have a very wide range of difficulties. Therefore, games can generate interest for many years.

5. A gradual increase in the difficulty of tasks - contributes to the development of creative abilities.

6. For the effective development of creative abilities in children, it is necessary to comply with the following conditions:

The development of abilities should begin at a very early age;

Step assignments create conditions that are ahead of the development of abilities;

Creative games should be varied in their content, because create an atmosphere of free and joyful creativity.

Along with the principles, methods are also used: Methods - practical, visual, verbal.

Practical methods include exercises, games, modeling.

Exercises - repeated repetition by the child of practical and mental assigned actions. Exercises are subdivided into constructive, imitative-performing, creative.

The play method involves the use of various components of play activity in combination with other techniques.

Modeling is the process of creating models and using them.

Visual methods include observation - looking at drawings, paintings, watching films, listening to records. Verbal methods are: story, conversation, reading, retelling. When working with children, all these methods should be combined with each other.

Literature

See clause 1.7 No.№ 1,2,3,4,5,6,7,8,9,11,12,13,15,19,22,29,32,36.38,39.

THEORETICAL FOUNDATIONS OF THE MODEL OF PROFESSIONAL AND CREATIVE SELF-DEVELOPMENT OF THE STUDENT'S PERSONALITY

I.A. Sharshov

Creativity as a pedagogical phenomenon is of particular interest in this regard. Self-development is also possible at the reproductive level, in the absence of a creative direction of activity. If, in a philosophical sense, self-development implies certain changes in the personality, the emergence of something new (a sign of creativity), then in the pedagogical sense, simple changes cannot be considered a manifestation of creative activity. Thus, we consider creativity as the most important way of effective self-development, which determines its creative essence.

Self-development (Q

Figure: 1. Space for creative self-development of personality

Creative self-development of a person is

which, in turn, contributes to the formation of further motivation for creative self-development. When analyzing the features of this process for students, we mean its professional orientation.

the foundation of self-development, and these abilities are the basis for the formation of an intellectual and creative personality of a specialist.

the ability of a person to solve professional problems and tasks in practice.

Let us construct a PTSL model by depicting the correspondence of the stages of three coordinate components in the PTSL space.

Figure: 2. Model of professional and creative personality self-development (PTSL)

^ "Self-service

НІ ~ Self-education

Samoorgantyalnya

Samoinshianme

And igu mile I --- L opoe w

Verbal ability

Smile about share

Rainonal mathematical thinking

analysis and evaluation of the developed strategy and the program implemented on this basis, correlating it with the set goals and objectives.

The smallest module that performs the function of a fractal is a chain of actions included in the structure of subject pedagogical activity: analysis - goal setting - planning - execution - control - assessment. It defines the structure of each seminar (practical) lesson and is considered as a unit of the educational process. At the same time, it is necessary to emphasize the essential point of the systemic organization of the educational process. At any stage (the formation of internal motivation for educational activities, organization teaching materialbased on his own logic and history, the inclusion of control elements of the studied material, assessment and self-assessment of the results achieved), it is necessary to distinguish three main components of the history or logic of the subject: the development of the object, the history of its cognition and the logic of presentation.

The proposed model of educational technology for the formation of the pedagogical activity of a future teacher, in our opinion, makes it possible to better reflect the requirements of the new standard, to ensure the formation of pedagogical competencies effectively and in a certain system.

Bibliographic list

1. Slastenin, V. A. Personally oriented technologies of vocational pedagogical education [Text] / V. A. Slastenin // Siberian pedagogical journal. - 2008. - No. 1. - S. 49-74.

2. Slastenin, VA Teacher's professionalism as a phenomenon of pedagogical culture [Text] / VA Slastenin // Siberian pedagogical journal. -2007. - No. 2. - P. 76-89.

3. Bunin, S. V. Personality-oriented learning in the process vocational training specialist [Text] / S. V. Bunin, V. A. Belovolov, E. V. Ilyenko // Siberian pedagogical journal. - 2008. - No. 11. - S. 117-130.

I. F. Isaev, I. A. Sharshov PROFESSIONAL-CREATIVE SELF-DEVELOPMENT: ASCENT TO AKMA

The professional component of the process of professional and creative self-development has a triune meaning: it characterizes the goal of the process - the desire for creative self-realization in the profession, to some extent the means and ways of realizing professionally significant qualities and abilities in the process of professional and creative self-development, and

also the environment for the implementation of the process - the specifics of creative self-development in professional (for teachers) and educational and professional (for students) activities at the university.

When analyzing the features of this process for teachers and students of the university, we mean its professional orientation. Then the professional and creative self-development of the personality (PTSL) of the teacher / student of the university is the creative self-development of his personality in the educational environment of the university, which ensures dialectical creative self-realization in professional / educational and professional activities. PTSL is carried out through the mechanisms of self-knowledge, self-organization, self-education as a desire for professional and creative self-realization, using creativity and intelligence as ways to intensify this process.

Acmeology today is developing mainly as a science of professionalism, concentrating different points of view on this concept and developing its own comprehensive understanding of this category, thereby it can serve as the foundation for the study of the features of professional and creative self-development of educational subjects at a university as an integral continuous process.

In our understanding, creative self-development of a personality (TSL) is an integrative creative process of conscious and purposeful personal development, based on the interaction of internally significant and actively creatively perceived external factors. TSL is a certain structural and procedural characteristic of a person, which can be represented both as a process of increasing the efficiency of the processes of “selfhood”, and as a level and special quality of a person (as the ability for creative self-development).

Thus, the professional and creative self-development of the subjects of the educational process at the university is the unity of the processes of the professional and creative self-development of the teacher and the student, carried out in constructive interaction.

The subject is a conscious and responsible strategist of professional and creative self-development, necessarily implying not only responsibility for his own activity, but also coordination with the activity of other people, that is, the integration of his professional path with professional experience others, enrichment with the vision of another subject, comprehension of the possibilities of development of one's “I” in interaction.

A holistic vision of the problem of formation and self-development of a professional from an acmeological standpoint helps to clarify the essence of the process of professional and creative self-development of the subjects of the educational process of the university. “Self-development is at the heart of professional development, as a dynamic and continuous process of self-design of personality. " At first glance, the acmeological approach is relevant in our research

teaching only for the PTSL process university teachers as mature individuals

and, accordingly, it is not very applicable to the PTSL process for students who have not reached a certain age limit. Meanwhile, "equally, the acmeology of education studies a person both at the stages of pre-university training, choosing a future profession, and in the course of studying at a university from subject to subject, from course to course ...". At the same time, the emphasis shifts from age characteristics to the level of personal achievement; the peak of maturity - AKME - is considered as a multidimensional characteristic of the state of an adult, covering a certain period of his progressive development, associated with great professional, personal and social achievements.

If we focus not on the result, but on the process of achieving AKME, then acmeology (in close cooperation with pedagogy and psychology) also enters the process of professional and creative self-development of students at the university as a prerequisite for achieving AKME in future independent professional activities. A. A. Bodalev notes that the state of maturity does not appear in a person unexpectedly and immediately: it depends on the entire previous life of a person, how he approaches the stage of maturity, what will constitute the core of his personality and what abilities, as well as what stock of knowledge, skills and abilities will characterize him as a subject of activity when he becomes an adult. At the same time, if in the process of a person's professional development the sensitive periods, which are especially favorable for the formation of the corresponding personal, professional and subject-activity characteristics, turned out to be not actively involved, then with the onset of maturity the peak of his achievements will be lower than it could have been. Namely during the period vocational training at the university, the process of students' PTSL is the most intensive.

The attitude of acmeology to the very process of self-development and its mechanisms is direct: "In a narrower understanding, the subject of acmeology is the search for patterns of self-development and self-improvement of a mature personality, self-realization in various spheres of self-education, self-correction and self-organization." On the other hand, the significance of acmeology for our research lies in its “purely personal orientation”, which manifests itself in the determination of not only general, but also individual acmeological conditions and factors (when constructing acmeograms, implementing acmetechnologies). This feature of acmeology is in good agreement with the interaction of synergistic and multi-layered approaches, which makes it possible to study both the integrity of the process and its uniquely creative manifestations, which is very important at the individual level when constructing bifurcated subjectively optimal trajectories of professional and creative self-development of a particular individual.

The relevance of the problem of the professional development of a personality gives rise to a large number of psychological, pedagogical and acmeological studies in this area. There is no generally accepted classification of analytical studies of professionalization, however, by subject matter, they can be divided into the following three main groups:

1. Research of psychological and pedagogical problems of pre-professional training and vocational guidance.

2. Research of psychological and pedagogical mechanisms of professional training, including issues of the content of vocational training and education.

3. Research of psychological and pedagogical problems arising at the stage of independent professional activity.

The first group, despite the fact that it is not the subject of our research, was not accidentally mentioned, since many of the contradictions and patterns of the PTSL process in the university are determined by the peculiarities of pre-vocational training and career guidance: professional interests, motives for choosing a profession, and special significance have the dynamics of professional self-determination, the professional suitability of the individual as compliance with the requirements of the profession (P.P.Blonsky, V.A. Bodrov, V.I. Vinogradov, E.A.Klimov, V.V. Kozlov, L.M. Mitina, A. K. Osnitsky, K. K. Platonov, A. A. Smirnov, I. S. Yakimanskaya, A. Roe, DE Super, JL Holland and others). The analysis of the literature allows us to generalize some of the psychological mechanisms of career guidance to the problem of professionalization in general.

First, situations of professional choice (points of bifurcation in the terminology of the synergetic approach) arise at any stage of the professional path and cannot be associated only with the period of the option in adolescence.

Secondly, the situation of professional choice is a motivator for the specific activity of an individual, causing the formation of a subject of professional self-determination, and in the future, a subject of professional activity. T. V. Kudryavtsev and V. Yu. Shegurova emphasize that "professional self-determination, first of all, is a stable positive attitude towards oneself as a subject of professional activity."

Thirdly, the processes of career guidance and professional self-determination can be analyzed both at the level of correspondence of the qualities, abilities and needs of the individual to the content of professional activity, and at the level of a person's satisfaction with the profession, which brings us to the dialectical goal of the PTSL process - creative self-realization in the profession.

Thus, the strategy of the professional path is largely determined by the stage of choosing a profession and preparing for it. An informed and independent choice contributes to a professional development strategy,

while a random, unconscious choice in most cases determines the strategy of adaptation to professional requirements.

The second group of psychological and pedagogical studies of professional development is directly applicable to the study of the characteristics of professional and creative self-development of university students. Traditional areas of research in the field of vocational training are the study of the mechanisms for the formation of relevant skills, professionally important qualities (CVC), professional knowledge and skills, professional motives, the definition of objective and subjective criteria for training (S.N. Arkhangelsky, S. Ya. Batyshev, V.A. Bodrov, VN Druzhinin, VD Shadrikov, G. Salvendy, WD Seymour and others).

VD Shadrikov's concept of the system genesis of professional activity is promising in terms of studying the integrative mechanisms of vocational training, in which the limitations of the analytical approach are overcome and prospects for the study of the process of vocational training from the standpoint of the formation of integral professional activity are outlined. The leading concept of the concept is the psychological system of activity, which is described at the operational (professional knowledge and skills) and motivational levels, as well as at the level of professionally important personality traits. This concept can serve as a kind of connecting link between studies of professional development in the process of vocational training and directly at the stage of independent professional activity, implementing continuity between the stages of professionalization, which, unfortunately, is poorly taken into account in specific studies.

The professional formation of an individual during the period of independent professional activity, of course, does not stop, but it acquires other forms and becomes not a goal, but a means of social regulation of the effectiveness of professional activity. This is the main feature of the teacher PTSL process as opposed to the accompanying student PTSL process. At this stage, the following key issues can be identified, which are the subject of purposeful scientific research: problems of professional adaptation (A.A.Kiriltseva, T.V. Kudryavtsev, E.S.Kuzmin, V.K.Martene, etc.), issues of professional certification and expertise (A. A. Krylov, E. S. Kuzmin,

A. K. Markova, L. I. Melnikov, V. D. Shadrikov and others), professional development and retraining, mechanisms for stimulating and enriching professional activity (V. I. Kovalev, N. V. Kuzmina, L. M Mitina, A. L. Rean, V. D. Shadrikov, JR Harcman, F. Hezzberg, DM McGregor, GR Oldham, V. Vroom, etc.), issues of acmeology in terms of studying the specifics of higher professional achievements (A. A. Derkach,

B. G. Zazykin, N. V. Kuzmina, A. K. Markova, V. S. Merlin, A. S. Ognev,

A.P. Sitnikov and others).

The absence of a unified conceptual apparatus for describing the process of professionalization both at the stage of vocational training and at the stage of independent professional activity significantly complicates the consideration of the specifics of the professional orientation of the process of professional and creative self-development of subjects of the educational process at a university. It is necessary to synchronize the concepts for both stages, but, highlighting the common, do not forget about the specifics of the processes.

In the most general form, in relation to the goals of our research, we consider professional adaptation as a process of familiarizing, adapting a young specialist to professional activity, working conditions, a new team and achieving normal labor productivity in an optimally short time (V.K.Martene). It is noteworthy that the term "adaptation" in psychological and pedagogical literature is often used in meanings close to the concepts of "adaptation", "self-development", "self-study", etc. Primary and secondary adaptation are distinguished (T.V. Kudryavtsev, A. T. Rostunov). The primary adaptation is associated with the beginning of vocational training in the chosen profession (that is, in our case, it is applicable to the students' PTSL process), and the secondary adaptation is associated with the beginning of independent professional activities (relevant for young university teachers). In both cases, professional adaptation is not a passive act of submission to professional requirements, but active involvement in professional activity. Some researchers (T. V. Kudryavtsev, K. K. Platonov, A. V. Sukharev and others) consider adaptation as a stage and even a criterion for the professional self-determination of a person. This connects the adaptation process with the dynamics of the specialist's self-assessment of himself as a professional, that is, it directly affects the PTSL process.

However, in addition to self-assessment, external (including expert) assessment or professional certification is important. In the literature, certification is most often associated with an assessment of the personality and activities of a specialist who has been working independently for some time. In reality, the need for assessment also arises at earlier stages of professional development, for example, during vocational training. Therefore, we will consider professional certification along with self-assessment more broadly - as a necessary means of monitoring the PTSL process at its various stages.

In studies of the problems of advanced training, the mechanisms of restructuring the psychological and pedagogical system of professional activity are studied, and in the studies of retraining, the mechanisms for the formation of a new system of activity. Subjects of PTSL can face both those and other mechanisms in the process of constructing and implementing individual bifurcation trajectories of professional and creative self-development, in particular, their actualization can occur with a sharp change in the direction of self-development, for example, from the traditional intellectual direction to the creative one. In addition, creative

the component of the PTSL process actualizes the issues of enrichment of labor, when the established structure of professional (educational and professional) activity changes in accordance with the needs and capabilities of a person.

Thus, from the most general point of view, based on the acmeological approach, professionalism is considered as “a complex integrative socio-psychological concept reflecting the level and nature of a person's mastery of a profession ... Professionalism is the highest degree of perfection in a certain type of activity, the highest level of skill , the accomplishment of the deed in a superlative degree. " In this interpretation, the acmeological component is obvious, but an obvious bias towards the activity aspect of the problem is made, in fact, identifying professionalism with professional skill. High professionalism, although it is impossible without the development of a person's special abilities, knowledge and skills, which in their content and form correspond to the requirements of a specific activity, but the most important condition for achieving professionalism is necessarily the "powerful development" of a person's general abilities and the transformation of universal values \u200b\u200binto his own values.

The bilateral approach as a special case of the multilateral approach makes it possible to single out two interrelated subsystems in the definition of the essence of professionalism: professionalism of activity and professionalism of a person. Professionalism of the activity - a more traditional characteristic - focuses on high professional qualifications and competence of a specialist, a variety of effective professional skills and abilities, algorithms and methods for solving professional problems (including creative ones), which together allows to carry out activities with high and stable productivity. Personal professionalism reflects a high level of professionally important and personal and business qualities, creativity, characterizes the motivational sphere and value orientations of the subject of labor, focus on progressive development / self-development.

Both subsystems are qualitative characteristics of the subject of labor and are in dialectical unity: the advanced development of one of the subsystems of professionalism will necessarily stimulate the development of the other. This interaction is of very important practical importance for the implementation of the technology of professional and creative self-development. For example, the intensive development of professional skills and abilities will be inhibited if the corresponding psychological qualities of a person lag behind its level, and vice versa: the development of professionally important personal qualities will allow mastering new skills and increasing the effectiveness of existing ones; the system of value relations, which sets the hierarchical structure of the dominant motives of the personality, encourages the personality to assert itself in professional activity, and vice versa

The level of professional competence is reflected in the self-esteem of the individual, the characteristics of communication, the skills of social behavior, etc.

So, in the acmeological understanding, professionalism is such a property of a developing personality, in which the personal and activity aspects of the phenomenon are integrated. According to the research results of the laboratory of psychology of professional development under the leadership of L. M. Mitina, the fundamental condition for the development of the integral characteristics of a professional's personality is his awareness of the need to change, transform his inner world and search for new opportunities for self-realization in professional work. It should be added that such professional self-awareness is not enough, further launching of self-development mechanisms is needed - self-organization (including self-regulation) and self-education, if these mechanisms have not yet been formed.

Another basic acmeological category that makes it possible to investigate the PTSL process more deeply is personal and professional development. This concept has been studied in labor psychology and professiology, as a rule, from two positions: 1) as professional and qualification development, mainly associated with training and self-education; 2) as professional and job development, manifested in the personnel movement, professional career.

Acmeological understanding of personal and professional development focuses on achieving the highest standards in professional development. "Personal and professional development is a process of personality development (in a broad sense), focused on a high level of professionalism and professional achievements, carried out through training and self-development in the process of professional activity and professional interactions." In the dichotomy of the categories "development - self-development", this definition is clearly focused on external development; the process of self-development is one of the components - a way to achieve a high acmeological level. The errors of such a ratio of the concepts of "development" and "self-development" were characterized by us earlier, here the similar characteristics of the processes of personal-professional development and professional-creative self-development at the general level, in terms of progressive changes in the structure of the personality, are significant for us. In our opinion, the following can serve as such characteristics:

Increasing the objectivity of self-esteem, including the degree of readiness for professional actions;

Actualization of the motives of professional achievements (one of the starting conditions for self-development of a personality, according to N. V. Kuzmina) implies two levels: the development of personality subjectivity and the adequacy of the motivation to achieve personal capabilities;

Expanding the range of interests (especially significant changes - in the case of connecting dual, "opposite" spheres of interest), changing the system of needs;

The growing need for professional self-realization;

Increasing psychological readiness for activity, including in non-standard situations (which is especially important for university teachers);

Development of internal control systems determined by the specifics of the activity;

Increasing the creativity of the individual;

Development of acmeological invariants of professionalism.

These characteristics are important for constructing students' PTSL models.

and teachers, as well as for the implementation of the appropriate technology of professional and creative self-development. I would especially like to focus on the last two characteristics.

The emphasis on the creativity of the individual is not accidental: the process of professional and creative self-development necessarily implies a creative component, while for personal and professional development from the point of view of acmeology, this “component” is desirable, but is not indicated as mandatory. To fill this gap, N.F. Vishnyakova, based on the interdependence of acmeology, psychology of creativity and educational psychology, proposes a new direction, which is conventionally designated as creative acmeology. Such interaction of sciences makes it possible to study various aspects of professional and creative self-development in the process of analysis, to introduce and verify them in acmeological science, emphasizing its creative status. In this case, the subject scientific knowledge features and tendencies of the process and the result of a person's creative maturity, objective and subjective factors of achieving creative heights and professional skill in the process of its self-development will be: “Psychological creative reality, initially being a systemic education, is realized in the scientific and applied field of professional acmeology ... The productive result is realized both in the learning process and in the structure of professional activity, that is, with self actualization of the personality in professional life. "

The results of acmeological studies indicate that the development of professionalism among specialists of various professions is carried out according to similar patterns. The search for such stable patterns, properties, qualities and characteristics should be carried out based on the principle of invariance, the essence of which is to determine invariants - stable, relatively unchanging parameters in the progressive self-development of a person and her professionalism, which are to a certain extent independent. The development of professionalism and, accordingly, the launch of the process of professional and creative self-development must first of all begin with them. From a practical point of view

they will help to identify general patterns and necessary conditions of PTSL, ensuring stable efficiency and reliability of the performed activity, practically regardless of its content and specifics. It is this feature that makes acmeological invariants relevant for the students' PTSL process: it is very important to build a model of this process and identify the conditions for its effective implementation for students of any faculty and any specialty. Taking into account the specifics of the future profession should be realistically studied already at the technological level.

In various professional groups (according to EA Klimov's typology), regardless of the type of professional activity, common acmeological invariants were identified: features of psychological self-regulation (in particular, high working capacity, stress resistance, the ability to mobilize one's resources, etc.); stimulating creative activity (creativity is manifested not only in high creative potential, but also in special skills to solve professional problems outside the box, but effectively); a certain level of development of basic psychological skills and personal and professional qualities (developed anticipation, manifested in the ability to accurately predict situations arising in professional activity, the ability to make decisions, high and adequate motivation for achievements, etc.). Only one who has developed practically all common acmeological invariants, which have the greatest "weight" in the aggregate of factors ensuring high productivity, becomes a real professional. Consequently, the very process of professional and creative self-development to the level of professionalism should be carried out in a complex and multi-aspect.

In the process of professional and creative self-development of subjects of education at a university, the following stable relationship is clearly expressed: on the one hand, personality traits have a significant impact on the process and results of professional activity, on the other, personality development itself occurs under the influence of the specifics of professional activity and the characteristics of the educational environment. Therefore, we need to highlight the corresponding specific invariants: social-perceptual competence, communication skills, empathy, etc., which are the basis for the development of professionalism in specific types of professional activity (in our case: "person - person" and "person - team"). At the same time, when determining the hierarchy and “weight” of specific qualities in the context of a specific professional activity, it is imperative to establish which of them are indispensable for a professional in a given Sphere, and which can be replaced without prejudice to the activity, compensated by other qualities.

The main methods of such analysis in practice (taking into account the specifics of the PTSL process of the subjects of the educational process at the university) are expert assessments and factor analysis of the qualities and skills that provide

highly productive activity compared to medium and low productive. The formation of acmeological invariants of professionalism in the subjects of the PTSL process as reserve opportunities of a compensatory type (primarily intellectual-creative, activity-based and emotional-volitional) in the future will allow much faster development of a system of specialized skills, skills, professionally important qualities and abilities.

So, the acmeological analysis of professionalization in the context of professional and creative self-development of the individual characterizes the professional orientation of the PTSL process, contributing to the clarification of the essence of the PTSL process, allowing not only to build adequate models of the professional and creative self-development of students and teachers, but also to identify the corresponding patterns, principles and conditions of existence and effective process implementation.

Bibliographic list

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A. M. Zimicheva. - SPb., 1999.

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4. Ignatov, V. G. et al. Professionalism of the administrative and political elites (philosophical, sociological and acmeological approaches). [Text]/

V. G. Ignatov - Rostov n / a, 2002.

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7. Markova, AK Psychology of professionalism. [Text] / A. K. Markova -M., 1996.

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V. I. Matis

POLYPARADIGMAL APPROACH AS A METHODOLOGICAL BASIS FOR ESTABLISHING A MODERN SCHOOL

The formation of a multicultural personality in the modern world is actualized by the need to prepare a modern young person for a constantly changing world and the strengthening of integration processes in the world community. So far, this problem is just beginning to be solved and cannot fail to attract the attention of researchers and educational practitioners in various parts of the world. Their theoretical ideas about the main directions of the formation of a multicultural personality and some fragments of multicultural education are presented in the works of many authors.

In order for the disparate structural and content elements to be brought together into an integral functioning system, it is necessary to study the existing experience, determine the missing links, correlate their significance, note the integrative abilities and place of each element in the system, and then create a single educational spacebased on an innovative education system. This means that in modern conditions, a new understanding of the goals and objectives of the Russian school and the education system is necessary, based not on the traditional, conservative idea of \u200b\u200bnational culture, but taking into account modern processes and modern tendencies in society. Both educational scientists and educational practitioners are engaged in the development of models for the new school.

In this regard, one should keep in mind the basic paradigms in education. The abundance of formulations of the concept, "paradigm" in modern dictionaries, reveals either a lack of understanding of this category, or unwillingness to take it into account in some publications. As workers, we use two definitions, which to a greater extent reflect the essence of the problem under consideration.

Specialty VAK RF13.00.08
Number of pages 212

Chapter 1. THEORETICAL BASIS PROFESSIONALLY

CREATIVE PERSONAL DEVELOPMENT. 12

1.1. Philosophical and psychological-pedagogical analysis of the main categories of creative self-development of the individual. 12

1.2. The essence and content of professional and creative self-development of the individual. 36

1.3. The main pedagogical contradictions of the professional and creative self-development of the student's personality.56

Chapter 2. EXPERIMENTAL WORK ON THE ORGANIZATION OF PROFESSIONAL AND CREATIVE SELF-DEVELOPMENT OF THE STUDENT'S PERSONALITY IN THE CONDITIONS OF THE UNIVERSITY. 75

2.1. Justification and implementation of the model of professional and creative self-development of the student's personality. 75

2.2. Technology of teaching professional and creative self-development of a student's personality. 105

2.3. Evaluation of the effectiveness of the implementation of the technology of teaching professional and creative self-development of a future specialist at a university.136

Recommended list of dissertations

Professional and creative self-development of subjects of the educational process at the university 2005, Doctor of Pedagogical Sciences Sharshov, Igor Alekseevich
Creative self-development of university students by means of amateur theatrical art 2005, candidate of pedagogical sciences Kozodaev, Pavel Igorevich
Pedagogical conditions for the design of "I-concept of creative self-development" of students: Based on the material of teaching pedagogical disciplines 2006, candidate of pedagogical sciences Golovanova, Inna Igorevna
Formation of creative independence of students as the basis of their professional development: On the example of the training of commodity experts in the university system 2004, Candidate of Pedagogy Tsopanova, Elena Izmailovna
Independent work as a means of professional and creative self-development of students 2011, candidate of pedagogical sciences Nazarova, Irina Vladimirovna

Dissertation introduction (part of the abstract) on the topic "Pedagogical conditions of professional and creative self-development of a student's personality"

The relevance of research. The development of modern pedagogy is characterized by increased attention to the inner potential of a person, the creation of an educational environment conducive to the creative self-development of the individual. The acute need in the higher education system for the training of intelligent, proactive specialists with developed creative thinking is accompanied by growing dissatisfaction with the educational process, which does not pay due attention to the independent activity of students in the development of professionally significant qualities and abilities. Meanwhile, the effectiveness of a student's future professional activity depends not only on the professional knowledge and skills acquired at the university, but also on the level of formation of the ability for further professional and creative self-development.

The innovativeness of psychological and pedagogical research (K.A. Abulkha-nova-Slavskaya, E.V. Bondarevskaya, A.A. Verbitsky, P.Y. Galperin, T.M. Davy-denko, V.V. Davydov, V.V. P. Zinchenko, I. F. Isaev, V. M. Klarin, I. B. Kotova, V. V. Kraevsky, N. V. Kuzmina, A. I. Mishchenko, A. V. Mudrik, A. Ya. Nine, N.D. Ni-kandrov, L.S. Podymova, E.G. Silyaeva, G.K. Selevko, V.V. Serikov, V.A. Slastenin, E.N. Shiyanov, N. Shchurkova, I.S. Yakimanskaya and others), their focus on professional self-determination and self-determination, the formation of a reflective culture of creative thinking, the conscious interaction of educational subjects in joint educational and professional activities, the intensive development of the mechanisms of personal and professional-creative self-development are logical a consequence of the expansion and formation of new educational values. This determines the relevance of the study of the essence and mechanism of professional and creative self-development of the student's personality, the identification and analysis of pedagogical conditions conducive to the effective implementation of this process.

The analysis of the problem under study requires a theoretical and methodological understanding of the concept of "professional and creative self-development of the individual" in accordance with the personality-oriented orientation of education. Basic for the development of the problem under study are works on the general laws of the pedagogical process in higher education, personality models of the future specialist, the corresponding technologies of training and education (L.I. Antsyferova, S.I. Arkhangelsky, N.E. Astafieva, E.P. Belozertsev ,

A. A. Verbitsky, V. I. Zagvyazinsky, I. F. Isaev, V. A. Kan-Kalik, E. A. Klimov,

V. N. Kosyrev, N. V. Kuzmina, Yu. N. Kuljutkin, A. N. Leontiev, N. E. Mazhar, L. N. Makarova, V. G. Maksimov, A. K. Markova, N. N. N. Nechaev, A. G. Pashkov, G. K. Selevko, V. A. Slastenin, N. F. Talyzina, O. K. Tikhomirov, A. I. Uman,

B.D.Shadrikov and others). The concept of "personality" is being rethought in the light of the humanistic approach (B.G. Ananiev, A.G. Asmolov, L.I.Bozhovich, F.E. Vasilyuk,

S. I. Gessen, A. I. Eremkin, D. A. Leontiev, V. M. Menshikov, V. S. Merlin, N. A. Podymov, G. M. Potanin, V. I. Slobodchikov, S. S. D. Smirnov and others); the concept of "personal self-development" becomes basic for characterizing the goals, content and means of education (V.I. Andreev, E.V. Bondarevskaya, B.Z.Vulfov, O.S.Gazman, N.G. Grigorieva, V.D. Ivanov, V.N.Ko lesnikov, N.B. Krylova, L.N. Kulikova, A.K. Markova, B.M. Mastersov, N.D. Nikandrov, V.A.Petrovsky, V.V. Serikov , V. A. Slastenin, S. D. Smirnov, T. A. Stefanovskaya, P. I. Tretyakov, E. N. Shiyanov, G. A. Tsukerman and others); the concept of “creativity” is being actualized as never before, in particular, as a way of effective self-development and professional-personal self-realization (V.I. Andreev, V.S. Bibler, D.B. Bogoyavlenskaya, A.V. Brushlinsky, G.Ya. Bush, N.F. Vishnyakova, I.F. Isaev, I.P. Kaloshina, L.N. Kulikova, I.Ya. Lerner, L.S.Podymova, Ya.A. Ponomarev, P.V. Simonov, M.I.Sitnikova, E.V. Tonkov, N.Sh. Chinkina, A.F. Esaulov and others). Foreign researchers also address the problems of self-actualization and self-development (R. Burns, S. Buhler, A. Maslow, G. Allport, K. Rogers, E. Sutich, etc.).

The self-development of the potential and internal resources of the personality, the intensification of the creative principle of students, their full-fledged self-realization in the educational, professional and future professional activities necessitate the study of the functional components and means of the professional and creative self-development of the individual. The process of transforming and improving the modern pedagogical system involves the search for new ideas, technologies, forms and methods of organizing the educational process at a university with the aim of professional and creative self-development of an individual based on his internal motives, value system and professional goals. An important aspect of personality-oriented education is the creation and implementation of special models and programs that provide a real opportunity to build and implement individual trajectories of professional and creative self-development, stimulating the student's activity in mastering the methods and means of implementing this process, which are necessary for revealing individuality, spirituality, creativity, contributing to professional development and self-realization.

Thus, the problem arises of identifying and analyzing the psychological and pedagogical conditions that ensure the effectiveness of professional and creative self-development of the student's personality.

The solution to this problem is the goal of our research.

The object of the research is the professional and creative self-development of a person in the higher education system.

The subject of the research is the pedagogical conditions for the implementation of the process of professional and creative self-development of a student's personality in educational activities.

In accordance with the problem, object, subject and purpose of the study, the following tasks were set:

1. To study the current state of the problem in pedagogical science and practice.

2. To reveal the essence, content and mechanism of professional and creative self-development of a student's personality.

3. To develop a dynamic model of professional and creative self-development of an individual and a method of visual-schematic construction of individual trajectories for the implementation of the corresponding process in the university.

4. To reveal and experimentally substantiate the system of pedagogical conditions that contribute to the effective professional and creative self-development of the student's personality in the educational process of the university.

5. Based on the results of the research, develop and test a personally-oriented technology for teaching students the skills and abilities of professional and creative self-development.

As a hypothesis of the study, it was suggested that the process of professional and creative self-development of a student's personality will be effective when the following set of pedagogical conditions is implemented:

Creation of students' mindset for professional and creative self-development of the individual in the process of educational activity;

Provision of technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual;

Increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students;

Organization of complementarity of dual qualities and abilities of the humanitarian and natural sciences to expand the range of means and methods of professional and creative self-development;

Creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations in a university.

The methodological basis of the research is formed by the conceptual provisions of philosophical, psychological and pedagogical theories about the personality as a multifunctional self-developing system, the subject of the creative process and the highest value of society; about the essence of self-development as a mechanism for the implementation of humanistic principles of education; ideas of creativity as a way of self-development; ideas of culturological, axiological, systemic, personality-activity, individual-creative, contextual, synergetic approaches to the problem of professional and creative self-development of an individual in their integral and complementary combination; provisions of personality-oriented education, aimed at creating conditions for full-fledged creative manifestation and self-development of the personal functions of the subjects of the educational process and their full-fledged professional and creative self-realization.

Research methods. The solution of the set tasks was ensured by a complex of complementary research methods, including: methods of theoretical analysis of philosophical, psychological and pedagogical literature, diagnostic (questioning, interviewing, conversation, testing, self-assessment, expert assessment, rating, ranking, generalization of independent characteristics, projective methods); observational (direct, indirect and long-term pedagogical observation); praximetric (analysis of activity products); experimental (ascertaining and formative experiments); mathematical and pedagogical modeling; classical methods of statistical data processing, as well as the method of correlation pleiades and the method of transition to closer correlations.

The Tambov State University named after G.R. Derzhavin, the Tambov Regional Institute for Advanced Training of Educators, the Pedagogical College named after G.R. Derzhavin, became the experimental base for the study. KD Ushinsky, Regional Academy of Childhood, schools of the Tambov region. The study covered 712 TSU students, 187 high school students, 57 university teachers, methodologists, school teachers.

The organization of the study was carried out in several stages.

The first stage (1995-1996) - the study and analysis of domestic and foreign philosophical, sociological, psychological and pedagogical literature on the research problem; comprehension of the methodological and theoretical foundations of the research; development and implementation of the ascertaining experiment; establishment of the initial level of formation of students' ability for professional and creative self-development; search for a system of criteria and indicators for assessing the level of formation of the corresponding ability.

The second stage (1996-1998) - development of the content and methods of the formative experiment; selection of experimental and control groups; studying the features of the formation of the readiness and ability of students to implement the process of professional and creative self-development; experimental work on the development of technology for teaching students professional and creative self-development with subsequent diagnosis and understanding of the results; verification of the identified pedagogical conditions for the professional and creative self-development of the student's personality at the university.

The third stage (1998-2000) - analysis, processing, generalization and systematization of the results of experimental work; formulation of conclusions and methodological recommendations on the problem; registration of research results in the form of a dissertation.

The most significant results obtained by the applicant, their scientific novelty and theoretical significance: revealed the essence, content and mechanism of the process of professional and creative self-development of a student's personality at a university; developed and substantiated a spatial dynamic model of professional and creative self-development of an individual; the method of visual-schematic construction of individual trajectories of professional and creative self-development is proposed; revealed and experimentally substantiated pedagogical conditions that ensure the effectiveness of the implementation of this process in the university; a personality-oriented technology for teaching students professional and creative self-development has been developed.

The practical significance of the research: its materials can be used in the development of special courses, programs, electives and alternative technologies for training a future specialist. The proposed exercises and tasks can be used as the basis for diagnosing the level of a student's professional and creative self-development. Based on the research materials, a special course "Professional and creative self-development of a student's personality" has been developed, which can be used in higher educational institutions of any direction in the process of preparing students for professional activity; published a teaching aid for teachers and students with specific methods and exercises for professional and creative self-development.

The reliability of the results obtained is ensured by the validity of the initial methodological positions, the use of a complex set of methods corresponding to the goals and objectives of the study, a combination of quantitative and qualitative analysis, the representativeness of the sample size, the use of methods of mathematical processing and the statistical significance of experimental data, consistency and continuity of results at different stages of the study.

The main provisions for the defense:

The concept of "creative self-development of a personality" is generic to the concept of "professional and creative self-development of a personality". Creative self-development of a personality (TSL) is an integrative creative process of conscious personal development, based on the interaction of internally significant and actively-creatively perceived external factors. When analyzing the features of this process for students, its professional orientation is assumed. Professional and creative self-development of a student's personality (PTSL) is the creative self-development of his personality in the educational process of the university, which ensures further creative self-realization in professional activity.

The dynamic model of PTSL is built in the space of professional and creative self-development of the individual, the basic vectors of which are self-development, creativity and intelligence. In the volumetric model of PTSL, the stages of each of the directions are highlighted, which characterize the qualitative changes in the personality.

The totality of pedagogical conditions that ensure the possibility and effectiveness of students 'PTSL: creation of students' attitude towards professional and creative self-development of the individual in the process of educational activity; provision of technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual; increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students; organization of the complementarity of the dual qualities and abilities of the humanitarian and natural sciences to expand the set of means and methods of professional and creative self-development; creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations in the university. The technology of professional and creative self-development is based on the implementation of the individual PTSL trajectory of each student, possessing the necessary degree of generality and versatility. The technology includes relatively independent blocks, each of which has its own goals and objectives related to the stages of the PTSL process.

Approbation and implementation of the research results were carried out at the International (Orenburg, 1998; Tula, 1998; Belgorod, 1998; Saint Petersburg, 1999; Novosibirsk, 1999; Smolensk, 1999; Moscow, 1999), All-Russian (Orsk, 1996, 1999; Barnaul, 1998; Smolensk, 1998; Orel, 1998; Belgorod, 1998. , 1999; Tyumen, 1998; Samara, 1998; Ufa, 1999), regional and interuniversity (Tambov, 1995, February 1998; May 1998; February 1999; September 1999, Balashov, 1996) scientific-practical and scientific-methodical conferences. In addition, there was a discussion on the pages of scientific and methodological journals ("Education in the region", issue 2, 1998; issues 3 and 4, 1999), educational and methodological and teaching aids (Tambov, 1997; 1999 .), collections of scientific works and monographs (Moscow, April 1998; November 1998; Lipetsk, 1998, 1999; Tambov, 1998; Belgorod 1999). The results of the study were discussed at meetings of the departments of pedagogy of Belgorod and Tambov state universities. The research materials are used in the educational process of Tambov state university, Tambov Regional Institute for Advanced Training of Educators, Pedagogical College named after KD Ushinsky of Tambov, the regional Academy of children, schools of the Tambov region; introduced into practice a special course and scientific and methodological recommendations for teaching professional and creative self-development of a student's personality at a university.

The structure of the thesis was determined by the logic of the research and the tasks set. It includes an introduction, two chapters, a conclusion, a list

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Thesis conclusion on the topic "Theory and methods of vocational education", Sharshov, Igor Alekseevich

Experimental work to identify and substantiate the pedagogical conditions for the effective implementation of the PTSL process in the student's educational activities was carried out within the framework of the ascertaining and formative stages.

The substantiation and implementation of the dynamic model of PTSL made it possible to identify the stages of the process of professional and creative self-development of a personality: trivial-adaptive (0), reflexive-semantic (I), organizational-cognitive (II), actively-creative (III) and the stage of dialectical self-realization (IV) ; to propose a way of visually-schematic construction of individual trajectories of PTSL students; develop a special typology of personality in the context of PTSL (8 groups); identify criteria, indicators and levels of PTSL formation: very low, low, medium, high.

Evaluation of the effectiveness of the PTSL process was carried out according to the identified criteria (independence in professional / educational and professional / activities, professionally oriented thinking, creative attitude to professional / educational and professional / activities).

Within the framework of the ascertaining experiment, using the method of correlation pleiades, data were obtained confirming the theoretical grounds for considering professional and creative self-development as an integrative creative process that provides further creative self-realization in professional activity; the features of the spontaneous implementation of this process in the university were studied, the internal (personal and creative) pedagogical conditions for the effectiveness of the PTSL in the university were revealed.

In a formative experiment within the framework of the technology of teaching students professional and creative self-development, personal and creative pedagogical conditions were experimentally tested, the effectiveness of the implementation of this process in the university was assessed and the reliability of the data obtained was statistically confirmed. Significant changes in the indicators of PTSL formation, a qualitatively better distribution of PTSL levels in the experimental groups in comparison with the control groups confirm the fact of an increase in the efficiency of the process of professional and creative self-development of a student's personality in educational activities under the following pedagogical conditions:

Creation of students' mindset for professional and creative self-development of the individual in the process of educational activity;

Provision of technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual;

Increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students;

Organization of complementarity of dual qualities and abilities of the humanitarian and natural sciences to expand the range of means and methods of professional and creative self-development;

Creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations in a university.

CONCLUSION

The study of the fundamental categories of the professional and creative self-development of the individual has shown that a single approach to the problem under study has not yet been determined in science. Introducing into the categorical apparatus of pedagogy the concepts of “creative self-development of a personality” and “professional-creative self-development of a personality”, filling them with pedagogical content required both analytical and integral understanding of these concepts. Based on the results of the theoretical and experimental work, the following conclusions can be drawn. An analytical study of the generic concept of "creative self-development of a personality", a comparison of the existing philosophical and psychological-pedagogical interpretations of the terms "personality", "creativity", "self-development" has been carried out, an own point of view has been developed. When considering a personality in the dissertation, the emphasis is on its uniqueness, its own path of development and formation, which is the priority value of the educational process. For a detailed study of creativity as a pedagogical phenomenon, a systematics of various approaches to this concept is built, based on the fundamental differences in author's positions, taking into account the close relationship between creativity and self-development noted by many scientists. In the study, creativity is considered as the most important way of effective self-development, which determines its creative essence.

The concept of "self-development" is not disclosed in either philosophical or psychological-pedagogical dictionaries, which gives rise to uncertainty in its understanding and complicates the introduction of students' independent activity into the educational process. The work identifies three approaches to explaining the essence of self-development: through the universal concept of "development" (broad approach); with the help of philosophical identification with self-movement (i-special); using the description of individual "self-" skills and abilities of the individual (discrete), - and also analyzed the advantages and disadvantages of each of them.

The author's understanding of the essence of self-development is proposed, the main characteristics, functional components, the degree of influence of internal and external factors are determined. The family chain has been built: self-development -\u003e creative self-development of the individual (TCJ1) -\u003e professional and creative self-development of the individual (PTSL).

Various mechanisms of self-development are combined into four functional block-stages - self-knowledge, self-organization, self-education and self-realization - with the justification of their sequence and integral-functional interaction. Personal self-development is defined as a conscious process of personal formation with the aim of effective self-realization based on internally significant aspirations and external influences.

Creative self-development of a personality ”is obtained not by simple addition of its constituent concepts, but is a qualitatively new phenomenon as a result of integral interaction and internal interpenetration of the initial concepts. Creative self-development of a person is an integrative creative process of conscious personal development, based on the interaction of internally significant and actively creatively perceived external factors. The process of creative self-development affects all internal spheres of a person and finds its expression in all personal manifestations.

When analyzing the features of this process for students, its professional orientation is implied. Then the professional and creative self-development of the personality (PTSL) of the student is the creative self-development of his personality in the educational process of the university, which provides further creative self-realization in professional activity. PTSL is carried out through the mechanisms of self-knowledge, self-organization, self-education as a desire for professional and creative self-realization, using creativity and intellectual and pedagogical activity aimed at oneself as ways to intensify this process.

The study drew attention to the fundamental meaningful and semantic discrepancy between the terms "creative self-development of the individual" and "self-development of the creative abilities of the individual." For the effective use of creativity as a method of self-development, a certain level of development of the creative qualities and abilities of the individual is required, therefore, the process of self-development (and development) of creative abilities is a necessary link and an integral part of the TCJI process.

Creative self-development of a personality is considered as a certain structural-procedural characteristic of a personality, which can be represented both as a process of increasing the efficiency of processes of “selfhood”, and as a level and special quality of a personality (as the ability for creative self-development). This allows us to introduce the concept of the space of a person's creative self-development, located in the multidimensional space of personal qualities, values \u200b\u200band abilities. Self-development, creativity and intelligence are taken as the basic vectors of the TCJI space. The space is permeated and provided with personal factors (for example, motivation for this process) that do not satisfy the principle of independence, and therefore are not independent coordinates.

Structurally, PTSL is a subspace of the TSL space, and its model can be built in the same coordinate system, taking into account the professional orientation of each axis. In the dynamic model of professional and creative self-development of a personality, four key stages of each of the directions are identified and substantiated, which characterize qualitative changes in the personality: self-knowledge, self-organization, self-education, self-realization - along the axis of “self-development”; rational and mathematical thinking, semantic memory, verbal abilities, logic - along the "intellect" axis; creative imagination, figurative memory, acting, intuition - along the "creativity" axis. When stages are distinguished, the principle of mutual complementarity and synchronization of the corresponding qualities is implemented at the stages of the same name.

The peculiarities of the student's PTSL process are analyzed from the age point of view, the external and internal contradictions associated with the student's personality and the conditions of his professional and creative self-development are systematized. The work identifies three groups of relevant contradictions: socio-pedagogical, reflecting the discrepancy between social processes in society and the functioning of the pedagogical system, which is part of the social subsystem; organizational and pedagogical, arising in the educational system itself, in the process of organizing the educational and professional activities of students (within this group, an important subgroup of contradictions has been identified, which is determined by the discrepancies between the professional skills, abilities and values \u200b\u200bof teachers necessary to ensure the process of PTSL students and the real degree of preparedness of teachers ; these contradictions are designated as professional and pedagogical); personal and creative contradictions within the student's personality as a subject of the educational process in the university, reflecting the reasons for the formation and course of the student's PTSL process. The selected groups of contradictions complement each other and, on the whole, perform the function of driving forces of the student's PTSL process, defining its main pedagogical patterns and factors.

Based on the logical analysis of the identified contradictions and the study of special studies in this area, the external pedagogical conditions of the process of professional and creative self-development of the student's personality (socio-pedagogical and organizational-pedagogical) are formulated, the study and verification of the effectiveness of which, due to objective circumstances, is impossible within the framework of this study. The highlighted professional and pedagogical conditions, to a greater extent related to the personality of the teacher and the degree of its influence on the student's PTSL process, actualize the further direction of the research. The dynamic model of PTSL and its implementation has been substantiated: - using the stages of basic processes, the stages of the process of professional and creative self-development of a personality are highlighted and described: trivial-adaptive (0), reflexive-semantic (I), organizational-cognitive (II), active-creative ( III) and the stage of dialectical self-realization (IV); the criterion for the transition from stage to stage is formulated: achievement of the corresponding (at least) stages of each of the coordinate components; the infinity and cyclicity of the PTSL process are shown;

A method of visual-schematic construction of individual (subjective-optimal) trajectories of professional and creative self-development of students is proposed, focusing on the motives, personal abilities and goals of the future professional activity of each student as the main guidelines of educational activity in the university. Thus, the dynamic model of PTSL makes it possible to substantiate the possibility and provides specific ways to implement an individual and differentiated approach in the university when implementing the process of PTSL of a student;

Based on the characteristics of the severity of basic abilities (creativity, intelligence and self-development), a personality typology has been developed in the context of PTSL, consisting of 8 qualitatively different groups;

Criteria / independence in professional (educational and professional) activity, professionally oriented thinking, creative attitude to professional (educational and professional) activity / and indicators of PTSL are highlighted, on the basis of which, using the developed personality typology, the levels of formation of students' PTSL are identified: very low , low, medium, high.

Within the framework of the ascertaining experiment, using the method of correlation pleiades and the method of transition to closer correlations, the integrity of professional and creative self-development was proved; the features and disadvantages of the spontaneous implementation of this process in the university are studied. Based on the study of the scientific and theoretical foundations and practical substantiation of the concept of "professional and creative self-development of a personality" in the dissertation, the personal and creative pedagogical conditions for the implementation of the process of professional and creative self-development of a student's personality in the university were identified and experimentally tested, ensuring its existence and effective functioning: creating the attitude of students on the professional and creative self-development of the individual in the process of educational activity; provision of technological and innovative preparation of students for the implementation of the process of professional and creative self-development of the individual; increasing the share of reflective, creative forms of work at the university in order to increase the initiative and activity of students; organization of the complementarity of the dual qualities and abilities of the humanitarian and natural sciences to expand the set of means and methods of professional and creative self-development; creation of an individual trajectory of professional and creative self-development of a student in the context of subject-subject relations in the university.

The technology of teaching students professional and creative self-development is proposed, based on the implementation of the individual trajectory of the PTSL of each student, but having the necessary share of generality and universality when used by other teachers and in other circumstances (subject to the selected pedagogical conditions). Priority is given to the goals of professional and creative self-realization of students, then to the forms and methods of teaching, which allow both to organize the fruitful activity of students and to teach them the methods and means of PTSL. The technology includes six relatively independent blocks that are closely related to the stages of the process of professional and creative self-development, therefore, the proposed sequence of their passage is recommended. At the same time, each block has a variable content that allows you to change the sequence of studying topics within the block, taking into account the individual trajectories and characteristics of students, their motivation, objective conditions, in particular, the profile of the faculty.

The assessment of the effectiveness of the implementation of the technology of teaching students professional and creative self-development was carried out: changes in the control and experimental groups by the levels of PTSL were investigated; an analysis of the specific qualities and abilities that influenced these changes was carried out; their reliability was statistically confirmed. For a more detailed study of the peculiarities of the interconnections of the PTSL elements at each of the levels, the method of correlation pleiades and the method of transition to closer correlations were applied: the integrity of the PTSL concept was confirmed - the system-forming element is professional self-realization and some elements specific to each level; the most stable connections between the PTSL elements are identified. As a result, the following conclusion can be drawn: when moving to a higher level of formation of professional and creative self-development of a personality, the integrity of this quality increases and vice versa: the interaction of all components of the PTSL, subject to the selected personal and creative pedagogical conditions, contributes to an increase in the level of its formation, ensures the effectiveness of the implementation of this process ...

All of the above allows us to assert that the research problem has been sufficiently solved in the dissertation: the pedagogical conditions for the professional and creative self-development of the student's personality are highlighted, scientifically substantiated and experimentally tested. The results of theoretical analysis and experimental work have generally confirmed our hypothesis.

We see further scientific research of this problem in the study of the professional and creative self-development of the personality of a university teacher, the characteristics and conditions of the effectiveness of this process. This will allow to generalize the results of research on the problem of professional and creative self-development of subjects of the educational process of the university.

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