Approaches to the Psychological Determinants of Professional Formation of a Teacher at the Stage of Study at a University

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Abstract

The article provides an overview of psychological approaches to the concept of “professional development of a teacher at the stage of study at a university”. The vectors of studying the process of professional formation of a teacher in the process of studying at a university are presented. An integrated approach is considered, based on the category of professional suitability, the main indicators of which are success in professional activities and subjective satisfaction with work. The psychological determinants of the process of professional and personal development of the teacher have been allocated: analysis of the period of vocational training as an integral concept, which combines social, individual and age references in their close relationship and interdependence; functional duality of the educational process; understanding the interaction of the student, future teacher and teaching staff, as a subject-subject model of interaction; analysis of the educational space of the higher school as a public sphere and the matrices of professional and personal development of the student of the future teacher; analysis of professional development as secondary socialization of the student, future teacher.

General Information

Keywords: professional formation, professional development of a teacher, teacher training, psychological determinants

Journal rubric: Professional Training of Specialists to Work with Different Categories of Children

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2023200101

Received: 12.03.2023

Accepted:

For citation: Egorenko T.A. Approaches to the Psychological Determinants of Professional Formation of a Teacher at the Stage of Study at a University [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2023. Vol. 20, no. 1, pp. 8–17. DOI: 10.17759/bppe.2023200101. (In Russ., аbstr. in Engl.)

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Information About the Authors

Tatiana A. Egorenko, PhD in Psychology, Associate Professor, Head of the Chair of Pedagogical Psychology named after Professor V.A. Guruzhapov, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2934-5657, e-mail: egorenkota@mgppu.ru

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