Cite this article as:
Zhelezovskaya G. I., Zhukovsky V. P., Zhukovskaya N. A. Professional Success of a Teacher: A Theoretical Analysis of the Concept and Development Opportunities in the System of Additional Professional Pedagogical Education. Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy, 2019, vol. 19, iss. 1, pp. 108-112. DOI: https://doi.org/10.18500/1819-7671-2019-19-1-108-112
Professional Success of a Teacher: A Theoretical Analysis of the Concept and Development Opportunities in the System of Additional Professional Pedagogical Education
The article is devoted to the consideration of the problem of professional success of the teacher. The urgency of the problem is determined by the specifics and trends in the development of the socio-professional space, which requires from the teacher to be ready to actualize personal and professional advantages in the conditions of the modern socio-cultural environment and in accordance with the requirements imposed on the teacher’s professional functionality. The authors analyze the investigations of the domestic researchers which reflect the essential and meaningful characteristics of the teacher’s professional success. These characteristics identify the basic components of professional success that are represented by professional competence, freedom of pedagogical actions, responsibility for the results of the pedagogical work, and stress tolerance. According to the results of the study, it has been established that the development of professional success of the teacher in the context of modern social and professional realities is a priority task, the solution of which has a high personal significance for the teacher and contributes to the improvement of pedagogical activity and the achievement of quality education. The possibilities of the system of additional professional pedagogical education for the development of the teacher’s professional success in terms of content, organizational, functional and personal aspects with an orientation to the main dominants of the development of the system of postgraduate pedagogical education are analyzed.
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