Culturological approach in the aspect of a teacher’s personality formation

Abstract

The phenomenon of the teacher’s personal maturity as a key factor of effectiveness is considered pedagogical activity. Based on the analysis of psychological and pedagogical approaches to the interpretation of the essence personal development, we define the following criteria for a teacher’s personal maturity: self-determination, self-awareness, spontaneity, authenticity, readiness for emotionally close relationships, etc., as well as the adequacy of selfperception and perception of the environment, internal control, tolerance, flexibility, tolerant attitude to contradictions, understanding of the relativity of things, positive self-image, propensity forcreativity, the existence of an individual life philosophy and professional position.
Humanization of the school and organization of the educational process based on personal principles approach requires a high level of personal maturity from the teacher, who can present himself to students not as an impersonal functionary, executor of professional duties, but as an original personality who has own position, which is open in expressing one’s feelings, emotions and views. Training of such teachers requires the implementation of a set of pedagogical conditions in the environment of institutions of higher education related to ensuring the subjective position of students, activating their reflective processes, dialogue, problematization and personalization of pedagogical communication.
The training of such teachers requires implementation in the educational space of higher education institution of a complex of pedagogical conditions related to the support of students’ subject position, activation their reflective processes, dialogic nature, personification and complication of pedagogical interaction, application of the technology of social and psychological training of personal maturity.