General Indicator of Positivity of Professional Self-Attitude and Reflexivity in the Context of the Modality of Personal Meaning of Professional Activity of Teachers

The functional-dynamic approach to activity described by A.V. Karpov is aimed at establishing procedural means and mechanisms of dynamic organization of activity. These are the vector “motive — goal”, personal meaning. From the position of the activity-meaning approach, professional activity is regulated by the subjective image of the current situation in which objects and elements have a certain value-meaning coloring, the source of which is the motive of the activity. Professional self-attitude in this article is considered as a dynamic system of semantic structures derived from the personal meaning of professional activity. Professional self-attitude over time, forming into an independent functionally autonomous motive, cannot exist in isolation (within itself), but requires a relationship with other regulatory structures. The possibilities of metacognitive and metaregulatory processes, which are steadily reflected and embodied in reflexivity, most fully correspond to this. The study is aimed at studying the relationship between professional self-attitude, reflexivity in the context of the modality of the personal meaning of teachers.

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