Pedagogical support of existential self-determination as a practice of developing future teacher’s personal potential
Introduction. In the conditions of socio-cultural uncertainty and intra-scientific transformation of pedagogy, the mission of modern pedagogical education is being rethought: the development of personal potential in conjunction with axiological guidelines, manifested in the ability of the individual to existential self-determination, comes to the fore. The purpose of the work is to systematize scientific knowledge about personal potential as a phenomenon that ensures the success of mastering professional activities; to expand scientific and practical ideas about the components of the personal potential of a future teacher. Materials and methods. The materials used were: the philosophy of existentialism, the theoretical foundations of the development of personal potential, the concept of personal potential, theories of professional formation and personal development at a university. This study was carried out using the logical method of modeling and designing the theory of the issue, comparison and generalization, classification and factor analysis, as well as theoretical analysis. The empirical base was formed by taking a continuous sample of university students. Research results. The complex, prolonged nature of existential self-determination necessitates the organization of a pedagogical process that complements the main functionality of the teacher and is aimed at assisting the individual in his/her choice in terms of being, i.e. pedagogical support as a practice for developing the personal potential of the future teacher. It is proposed to rely on such approaches as subjective, systemic, activity-based, and cultural. The pedagogical support toolkit includes a subject-oriented construction of a cycle of academic activities, which are a sequence of processes built in the logic of manifestation of the leading type of activity, encouraging the future teacher to existential self-determination (educational activity → quasi-professional activity → professional activity). Conclusion. The personal potential and existential self-determination of a student in their unity play a key role in shaping the integrity of the future teacher’s personality. Pedagogical support for the existential self-determination of a future teacher should, first of all, take into account the individual characteristics of the future teacher. It is the understanding of one’s own needs and motivations that allows a teacher to better understand himself/herself, which in turn contributes to the development of his/her personal potential, which affects the quality of the educational process.
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