Journal archive

Abstract: The article substantiates the importance of the problem of self-determination of pedagogical activity as a special kind of self-creation, of changing understanding of the nature of pedagogical work in the conditions of subject-subject paradigm of education, when the personality of the teacher becomes the main instrument of his activity. Self-determination is seen as an integrative professional pedagogical sense-forming characteristic which determines the systemic nature and integrity of the teacher’s work. The article presents domestic and foreign approaches to terminological definition of the construct «selfdetermination of pedagogical activity», the realization of which in psychological and educational research opens up new prospects for the study of the phenomenon of self-determination at the level of individual and group subject of the teaching process, making it possible to ensure the effectiveness of the work of the teachers as subjects of professional activity. The article presents the methodological foundation of the axiological nature of self-determination as activity of work and behavior of the individual, who becomes able to determine the direction of development and to make an informed and independent choice. It is emphasized in the article that the teacher’s ability of self-determination defines the level and the nature of his activity, which appears as developing psychological and pedagogical reality, manifesting itself in the transforming activity of the teacher towards the implementation of its subject position, disclosure of personal and professional potential, defining, on the one hand, forms, methods and conditions for educational activity, and, on the other – serving as its source.