Len'kov S.L. The classification of qualitatively heterogeneous conditions of professional development of educators for innovative education

Abstract: The classification of qualitatively heterogeneous conditions for professional development of educators in the system of innovative education. Classification of the search conditions is as follows. I. External conditions: (a) substantive (material and information); b) social (socio-psychological, socio-economic, legal, organizational and scientific-methodical). II. Internal conditions: a) individual psychological (personal and professional individual psychological); b) nasaesa. The main attention is paid to the analysis highlighted within this classification of psychological conditions, including conditions of socio-psychological, personal and professional individual psychological. The study is based on the following theoretical and methodological basis: subject-activity approach (S. L. Rubinstein and others) and its specification in the psychology of labor (C. D. Shadrikov and others) and educational psychology (in. A. Davydov and others), the provisions of psychological anthropology (C. I. Slobodchikov), metasystemic approach to the study of layered structures of the psyche (Century A. Karpov), integrative-typological approach to the psychological classification of professional activities (N. E. Rubtsov), the concept of professional development (Y. P. Poweredcom) and professionalism (E. A. Klimov). This study draws heavily on a number of original projects: cross-cultural analysis of psychological and pedagogical models of professional development, the model of psycho-pedagogical support of professional self-determination (together with N. E. Scar), a methodological analysis of the concepts of "professionalism" and "professional marginalism" for innovative teachers. Presents a scientific approach to the study of some relatively little-studied aspects of professional development of teachers in the new historical, socio-cultural, scientific-technical conditions developed mainly from the positions of psychology of labour and educational psychology. For the first time and systematized conditions for professional development of educators in the system of innovative education.Identified conditions are necessary, because their absence greatly hinders the professional development of teachers for innovative education. However, the question of their universal sufficiency requires further research and experimental work in teams of innovative educational institutions.Classification of conditions for professional development of innovative teachers, in full accordance with the ideology of the anthropological model of innovative education, adopted in the framework of the study is not definitive, but, on the contrary, necessarily implies further clarification, addition and development of the accumulation of new scientific findings and results of innovative educational practices.

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