Program of activation of personal self-development of teachers and results its implementation in the conditions of non-formal education

Abstract

The article analyzes the results of the formative stage of the experiment on introducing a program for enhancing the personal self-development of a teacher in non-formal education. The essence of the personal self-development of teachers is defi ned, which is characterized as the process of revealing the internal potential of teachers to improve personal characteristics and the effective implementation of professional activities. The scientific approaches to the interpretation of personal self-development (psychoanalytic, humanistic, behavioristic, acmeological, humanistic-value, genetic-modeling, transcultural) are characterized. Based on the selected approaches, the content and structure of teachers’ personal self-development are determined, which contains cognitive-refl ective, value-motivational, and operational-activity components. The main objective of the article is to present the results and effectiveness of the implementation of the program for enhancing the teacher’s personal self-development in non-formal education. Diagnostic tools for studying the levels of personal self-development of teachers and its components are presented (the methodology «Self-assessment of the level of ontogenetic refl ection», the methodology «Diagnostics of the level of partial readiness for professional and pedagogical self-development», the methodology for determining refl ectivity, the methodology for diagnosing the implementation of needs for self-development, the test «Determining the level of personality self-actualization», Research methodology for motivation of professional and personal growth, Wiesbaden questionnaire for the positive method psychotherapy and family psychotherapy). The content of the program of activating the teacher’s personal self-development is disclosed, which consists of three modules: «General characteristics of the teacher’s personal self-development», «Psychological conditions of the teacher’s personal self-development», «Psychological means of improving the teacher’s personal self-development». The structure of the training sessions of the program for enhancing the personal self-development of teachers is described. The strategy of the formative stage of the experiment, in which 87 teachers participated, was substantiated. The results of testing the program for enhancing the personal self-development of teachers, which have proved its effectiveness, are presented. It has been established that the proposed program ensures the formation of a positive attitude of teachers towards personal self-development, mastery of knowledge, experience in mastering the basics of personal self-development, mastery of the ability to evaluate one’s own capabilities, resources, and the ability to create, develop, and manage projects of personal self-development.