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Increasing the Motivation of Teachers for the Continuous Development of Professional and Personal Competencies Based on Reflexive Self-Analysis Technology 232
The article presents a five-step algorithm of reflexive self-analysis technology, which has been tested and is in demand in the system of additional professional education of teachers, which implements full-time and distance training courses. The technology is aimed at psychological and pedagogical support of the process of continuous personal and professional development of teachers for quality performance of their professional tasks in the field of education, upbringing and development of children in accordance with the requirements of the professional standard “Teacher (teaching activities in pre-school, primary General, basic General, secondary General education) (educator, teacher)” and the task of national Russian project “Education”. The sequence of actions in the algorithm is spelled out from the first stage — the understanding by teachers of the internal reasons for resistance to the continuous development of their own professional and personal competencies, to the last — the development and implementation of an individual route for professional and personal self-development. At the same time, the teacher himself tracks his step-by-step movement along the route — on the basis of reflection on the achieved and designing the latest results.
Keywords: continuous development of professional and personal competencies, continuous education and self-education of a teacher, reflexive technology of self-analysis, internal reasons for resistance to continuous development, activation of internal motivation, external motivating basis of self-analysis, motivational mechanisms of goal-setting, types of teachers developing activity, individual route of professional and personal self-development of a teacher