Conceptual Discourse-Analysis of the Teacher's Pedagogical Outlookin the Context of Education Transformation
The article presents a conceptual discourse analysis of the teacher's pedagogical outlook: the psychological and pedagogical understanding is revealed, the key features of the structure (value, cognitive, activity) are identified, its functional and didactic significance affecting the specifics of the teacher's professional activity is shown. The leading conceptual approaches (environmental, competence, system-activity), the principles of the development of the teacher's pedagogical outlook are identified, strategic guidelines (continuity, corporatism, integration, intellectualization, innovation) are established, the integrative interaction of which is necessary for the selection of means, forms, technologies for the development of the teacher's pedagogical outlook. The concept of «pedagogical outlook» is justified as a necessary resource and quality of a teacher, an indicator of the degree of volume and breadth of knowledge in the field of pedagogical knowledge based on the harmony of the inner intellectual world with the external environment.