Аннотация
Введение. Современные общественные и образовательные условия профессиональной деятельности ставят задачи разработки проблем не уже сложившегося педагога, а только формирующегося, т.к. именно в этом моменте возможно проектирование условий развития личности будущего эффективного педагога. В российской литературе данный вопрос обсуждается активно, однако отсутствует рассмотрение зарубежных исследований по данному вопросу. В данной работе ставится цель представления и анализа зарубежных психологических подходов к изучению личности будущего педагога. Новизна исследования заключается в обращении к научной проблематике личности будущего педагога в зарубежной психологической литературе, чему в настоящее время посвящено недостаточно публикаций. Данная работа ставит задачу восполнения этого пробела в современной психолого-педагогической библиографии.
Теоретические обоснования. В работе ставятся теоретические вопросы о месте проблемы личности будущего педагога в структуре зарубежной педагогической психологии и психологии образования, теоретико-методологических подходах, лежащих в основе зарубежных исследований, направлениях изучения личности будущего педагога, модели личности будущего педагога. Данные аспекты анализа зарубежных публикаций позволят обосновать положения о доминировании общепсихологического факторного подхода «Большая пятерка» к изучению личности будущего педагога в зарубежной психологии, а также о сходствах и различиях в теоретико-методологических основаниях российской и зарубежной педагогической психологии и психологии образования.
Результаты. Рассматриваются направления зарубежный исследований по данной теме – индивидуально-личностные характеристики, необходимые для успешного профессионального развития будущего педагога; ценностно-мотивационные компоненты личности будущего педагога; регуляторы эффективной деятельности будущего педагога; факторы успешного овладения профессией будущим педагогом. Выводится эмпирическая (на основе рассмотренных исследований) модель личности будущего педагога в зарубежной педагогической психологии: наиболее значимыми личностными свойствами и феноменами будущего и молодого педагога являются личностные факторы «экстраверсия», «добросовестность», «открытость новому», «дружелюбие», эмоциональный интеллект, уверенность в себе; в мотивационной сфере важную роль играет внутренняя мотивация и карьерные ценности, а также направленность на овладение конкретными навыками; ценностными ориентациями выступают направленность на ученика и позитивное отношение к инклюзивному образованию; в числе регуляторов педагогической деятельности у будущего педагога наиболее эффективными являются карьерная адаптивность, удовлетворенность карьерой, направленность на профессиональное развитие и самоэффективность/самоуверенность.
Обсуждение результатов. Анализ зарубежных работ позволил сделать следующие выводы: отсутствуют специальные концептуальные модели личности будущего педагога; в качестве используемой концепции изучения личности будущего специалиста выступает универсальный факторный подход «Большая пятерка»; данная область зарубежной педагогической психологии находится еще в стадии оформления.
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