Structural features of the ability to project self-realization of the future higher school teacher

Abstract

The article highlights the state of studying the problem of the ability to project self-realization of the future teacher of higher education. The author considers the specifics of this concept in the process of professional training of a higher school teacher and carries out its psychological and pedagogical structural analysis (ability, selfrealization, self-realization of the teacher, projecting, project activity) in modern scientific reflection. The domestic and foreign scientific literature on the specification of the concept of “ability” is analyzed. The state of elaboration of the question on the essence of professional self-realization of a higher school teacher in the scientific literature is highlighted. The concept of “project” is considered as part of the concept of the ability to project selfrealization of a higher school teacher in the existing scientific interpretations. The author concretizes a methodological platform consisting of humanistic, holistic-emergent, individual, synergetic, personal-activity, praxeological, project, and technological approaches to ensure the effectiveness of solving the issue of ability to project selfrealization of future teachers.