The pedagogical model of the formation of self-development culture of the future teacher-psychologist at the university

Importance. The culture of students’ self-development is an integral part of professional training, ensuring competitiveness and relevance in the labor market. The Federal State Educational Standard of the new generation points to the need for future specialists in the psychological field to develop the ability to independently extract the necessary information, be able to process it, analyze and synthesize it in accordance with the educational task. An important task facing the higher education system today is to assist future psychological educators in the process of creative creation and self-development, and to create the necessary conditions for this in the educational space of the university. The idea of self-development and self-education in education is of crucial importance today, plays a dominant role in the formation of a future teacher-psychologist. Psychological and pedagogical research in recent years has been aimed at finding optimal ways of self-development, however, modern pedagogical theory and practice urgently needs a comprehensive, systematic consideration of this issue. The construction of a pedagogical model for the formation of self-development culture of a future teacher-psychologist at a university can deepen existing theoretical views on the culture of self-development and provide valuable empirical material for practice. The purpose of the study is to build a pedagogical model for the formation of self–development culture for future psychology teachers at the university.

Research Methods. The study uses a modeling method, which made it possible to consider the self-development culture as a complex phenomenon, including methodological aspects, structural components, technologies and means of its formation, diagnostic criteria, indicators and levels of development.

Results and Discussion. The pedagogical model of the formation of self-development culture of a future teacher-psychologist at a university includes a block of methodological support (methodological approaches and principles); substantive support (structural components: value-semantic, cognitive-operational, regulatory-evaluative, reflexive-analytical); technological support (stages of program implementation, technologies, forms and methods of formation culture of self-development); evaluative performance indicators (criteria, indicators, levels); pedagogical conditions (objective and subjective).

Conclusions. The pedagogical model of the formation of a culture of self-development of a future teacher-psychologist serves as the basis for the scientific organization of educational activities for the training of psychological and pedagogical personnel in this area. The model is a multi-component integrative system that ensures the full-fledged purposeful formation of a culture of self-development of a future teacher-psychologist as a professional quality that ensures the effectiveness of professional activity.