STIMULATION OF TEACHERS’ INTEREST TO PERSONAL AND PROFESSIONAL CHANGES

Abstract

The article deals with one of the organizational and pedagogical conditions of management of educational environment of teachers’ professional development, in particular, stimulating the interest of teachers in personal and professional changes. It is emphasized that the professional development of the teacher is closely connected with self-knowledge, creative self-determination, self-improvement, selfrealization of the personality, which helps the teacher to rise to a higher level, competently solve pedagogical objects and problems. It is stressed that the components of the teacher’s development are independent work and continuous self-education, which is based on the process of selfstudying, which ensures not only mastering the methods of acquiring the necessary knowledge, but also the formation of independence as a professionally significant personality trait. It is determined that the professional development of the teacher is realized on the condition of the unity of internal factors (goals, needs, motives, self-improvement set) and external (upbringing and education, social requirements to the individual), but the main role is given to its internal preconditions. It is noted that in the process of professional training of the teacher it is necessary to take into account that personal image is an important component of professional development in the process of pedagogical activity throughout life. A teacher who creates his own image not only looks better, but also more confidently and successfully performs his professional functions, self-realizing oneself as a teacher. The teacher’s image is enriched with personal and professional features that are closely interrelated and are formed and developed in the process of professional training (obtaining special knowledge, skills, ways of thinking, methods of activity, etc.). Thus, the stimulation of teachers’ interest in personal and professional changes ensures the creative development of teachers throughout their lives, the continuous enrichment of new knowledge and the improvement of the necessary abilities. The perspective directions of further research include the disclosure of the following organizational and pedagogical conditions for the management of the educational environment of teachers’ professional development.