Abstract:

The major aim of training is the formation of interpersonal component of the professional teachers’ activity by means of psychodynamic features development and creation of person’s emotions, intelligence, general professional competences. The high educational training efficiency is also determined by active involvement of all the stakeholders in the process of communication and intellectual potential mobilization as teacher training is mainly built on the modeling of real professional situations.

Using a variety of interactive technologies, during trainings, participants are faced with the relevant situations that happen in their real life professional activity that are not solved by standard, traditionally applied techniques and tactics of behavior. This is important for relevant problem-solving, drawing up an effective scenario of business interaction, selecting verbal and non-verbal repertoire for environmentally-friendly cooperation. The thorough analysis of training problems and professional teacher development has shown that the most effective methods of personal change and adult professional development are active forms of group work such as: trainings, discussions, business games, brainstorming, training dialogue, etc.

The authors of this study refer training to the major tool of planned and deliberate change of psychological phenomena of a person, a group of people, grounded on the harmonization of professional and personal qualities. The purpose of the study is to reveal the possibilities of training for yourself in objective reality, for transforming your professional environment. Immersed in the process of self-knowledge, teachers reveal problem areas that require changes in professional approaches. Three-level training model - acquisition - demonstration - application allows you to get pedagogical reflection. The value-semantic component of pedagogical activity during trainings becomes the basis for further professional and personal growth program modeling of teachers.

The article also presents a historic review of the formation and development of training as a tool of professional development (works of K. Levin, C. Roger, M. Forverg and other researchers). In Russian research, professional teacher training is regarded as a method aimed at developing effective communication skills and increasing communicative competence in professional activities.

Keywords:

Teacher professionalism enhancement, training, efficiency, professional situations, professional environment, self-knowledge, pedagogical activity, personal development of a teacher, communicative competences.