Professional self-development of the educator in pedagogical university in the conditions of transformation of educational environment

Abstract

This article examines the problems faced by the educators in the conditions of transformation of modern educational environments, which are associated with the need for identification of factors that contribute or impede professional self-realization. The transformation of educational environment of a university mainstreams the processes of goal-setting and possibility of personal becoming of an educator. The object of this research is the process of professional self-development of the educator in pedagogical university in the context of transformation of educational environment. The subject of this research is the key characteristics of goal-setting within the structure of planning professional future of the educator in the conditions of transformation of educational environment. The author defines the valuation levels (low, middle, high) of goal-setting for the professional pedagogical self-development of the educator in pedagogical university with consideration of its structural components, i.e. indicators (realization of the need for professional pedagogical self-improvement, strategic planning, precision of goal-setting, etc.). Assessment of the levels was conducted taking into account the indicators within its structure (dyads), which are logically interrelated and reflect the professional pedagogical self-development of the university educator. The overall potential of self-development of the educators in pedagogical university is enhanced by such semantic modalities as flexibility in achieving the set goals and creativity of planning professional future. The scientific novelty consists in the need for determination of fundamental characteristics of goal-setting within the structure of planning of professional future of the educator considering the requirement for their professional pedagogical self-improvement and transformation of modern educational environment. It was established that among the educators in pedagogical universities with regards to activation of development of potential of the pedagogue 65% of respondents noted that the professional pedagogical self-improvement is attended only if required by the university administration; 35% of respondents stated their willingness for self-improvement in the sphere of pedagogical professional, as well as outside it.