Акмеология образования

Introduction of the new professional standard “Teacher of additional education for children and adults” means that the reforms in the system of vocational training, advanced training and in the existing models of teaching staff certification are inevitable. There is no single plan for transition to the new standard for all organizations of additional education, and there cannot one. Additional education for children has always been distinguished by its distance from standards and standard models, which acted as a guarantee of its informality.

The transition of Russian society to the post-industrial stage actualizes the problem of developing educational systems based on innovations and the search for a relevant methodology for managing pedagogical innovations. Its basis is the logistics of pedagogical innovations as the theory and practice of flow control in educational systems. The purpose of the study is to determine the paradigms of logistic development of pedagogical innovations as a methodology and mechanism for managing innovation in an educational holding.

The relevance of the study is determined by the fact that in the context of transformation of the education system, it is especially important for the teacher to know and understand the process of modeling educational activities with an acme-focus on the final result in the student. This presupposes that the teacher has developed professional competencies and competencies in the field of educational systems modeling and personal and professional acme-development of the student.

The relevance of the topic under study is conditioned by the dissatisfaction of both teachers and students with their relations with each other, which primarily blocks the formation of subjectness, student activity, including that in educational activities. The purpose of the study presented in the article is to study the possibility of predetermining constructiveness of interaction between teachers and students through personal and communicative qualities of teachers.

We present the results of a scientific and practical study that is aimed at determining the methodological and strategic foundations for formation of productive competence of a professional school teacher. The hypothesis of the study is that knowledge and implementation of acmeological theory in the professional activity of a teacher contributes to formation of his/her highly productive professional competence as well as achievement of highly productive results among students.

The article analyses present-day state of the career development system and takes into account fundamentalization of education. The acmeological approach to the development of fundamental education is considered from the point of view of creating a spiritual product, i.e. solving professional problems. Productivity, where knowledge, competence, skill are compared with physical, mental, acmeological neoplasms in the traits of personalities of the participants in the educational process, is considered to be the main feature of fundamental education.

The problems associated with the predictive validity of general intelligence and non-academic (social and emotional) intelligence remain relevant and controversial. In order to test the hypothesis that the complementarity of intelligence types can determine academic success and the formation of universal competencies among university students, we obtained (two independent samples) characteristics of general (“Progressive Matrices” by J. Raven, “The Principal Way of Grouping” by A. Lobanov), social (G. Gilford’s test) and emotional intelligence (EmIn by D. V.

The paper presents the phenomenon of self-actualization in foreign and domestic humanistic psychology. Specificity of self-actualization of an individual in the sphere of professional development is determined. The approaches to the problem of self-actualization of personality in psychology from the point of the compensation theory by L. S. Vygotsky are outlined. The necessity of investigating the phenomenon of self-actualization of personality in the conditions of limitation of vital activity is shown.

The purpose of the study presented in the article is comparative analysis of level characteristics of subjectively perceived psychological well-being of the participants in the educational process in mono- and heterogenous educational space. It is supposed that there is interrelation between gender factors incorporated in a certain model of educational environment and subjective evaluation of psychological security of participants of educational process.

The relevance of the study is conditioned by the contradiction between the need of society for the renewal of teaching staff and insufficient study of the problems of novice teachers, the resolution of which is required to secure the place for young specialists in educational organizations.