INTERNAL PROFESSIONAL MOBILITY OF LYCEUM TEACHERS BELONGING TO DIFFERENT PAST GENERATIONS

Abstract

Purpose of the study: to identify the dynamics of internal professional mobility (level of motivation, pedagogical reflection, innovation orientation, style of educational communication) of teachers ‒ participants of the program to increase internal professional mobility. They belong to the “Transitional” generation, which appeared in the Soviet Union and the “Information” generation, which was established in the period of perestroika. Methodology: The subjects of the study are high school teachers, Russia. The comparative psychodiagnostic method was used before and after the training program. The purpose of data collection was to fill in the methodology forms. The data were analyzed by factor analysis, methods for determining the significance of differences in indicators. Main Findings: Before the program, teachers of the “Transition” generation expressed a desire to retrain and be active in innovation, and teachers of the “Information” generation expressed a desire to make suggestions. The motivation to avoid failure prevailed in the groups. Pedagogical reflection prevailed among teachers of the “Transitional” generation. After passing the program, teachers began to show motivation for achievement and teachers of the “Information” generation increased their pedagogical reflection. Applications of this study: The research can be useful in the field of methodological support for improving internal professional mobility of teachers. Teachers must constantly change to offer new and interesting projects for students that belong to another generation. Internal attitudes, values, motivation, innovative orientation, and communication style of the teacher affect the success of students and reduce the stress of teaching activities. Originality of this study: the study complements the idea of the influence of the factor ‒ generation ‒ on balancing the pedagogical activity of teachers, their readiness to change, and their high motivation to new projects. The professional mobility program increases their subjective well-being and harmonizes educational communication between teachers and students.