FOREIGN THEORIES OF PERSONALITY DEVELOPMENT AS METHODOLOGICAL PREREQUISITES FOR MODERNIZATION OF THE SYSTEM OF PROFESSIONAL COMPETENCE OF THE TEACHER
This article discusses the most common foreign theories, concepts and models of professional development of personality differenciate to prioritize the issues under investigation: theory professional development Supera L., in accordance with which the professional choice is based on "self-concept" using the ratio of the individual professional preferences and dominant types of careers; scenario theory of E. Bern, according to which the choice of professional behavior is caused by the script, the Foundation of which is laid in early childhood and involves the gradual dominance of three psychological positions: Child, Adult and Parent, resulting in the formation of an optimum variant of their relationships and interactions; typological theory Holland John. according to which professional choice is personally determined; Ginsberg's theory of compromise of external and internal factors of professional self-determination and development. through a succession of stages (phases). The analysis of foreign theories and concepts of professional development of the person from a position of improvement of methodological bases of professional (professionally-pedagogical) development of teachers in system of postgraduate education is presented. The concept of E. Ginsberg is based on the theory of compromise with reality, which examines professional development as a successive change of stages, specific phases with an increase in quality indicators, which are implemented through adequate forms and content of activity. Theory Super D. is one of the most common in the theory and practice of creating and reforming educational systems in which professional development is viewed in relation to zelenoy theory of personality development and is divided into four stages: stage Wake; stage of research; the stage of the "preservation"; stage "reduction". This theory fixes the basic position of the concept of learning through life, in particular the phased implementation of the professional potential of each on the basis of Self-concept, personal preferences, as well as in accordance with the life period, the stage of professional activity. Despite the fact that it is focused on the macrosystem (living space), its logic can be adapted to Microsystems with a certain target orientation and a limited time period of formal training (as refresher courses). Typological theory of Holland D., according to which the process of professional development is predetermined by the characteristics of the type of personality that he diagnoses himself. Types (complex orientations of personality) by Holland D.: realistic orientation; intellectual orientation; social orientation; conventional orientation; orientation to art. Scenario theory of American psychotherapist Bern E. in this theory is due to the position according to which the process of professional behaviour defined by the script (program development, a kind of life plan), which is formed in early childhood. Scenarios of "winners "or" good" career scenarios are predetermined by the position of the individual (passive, active), that is, exposed to external influences or tending to free self-determination. The increase in the variety of models of educational activity, respectively, models of the organization of the pedagogical process is a natural process that is intensified during the reform of the industry, the search for options for educational systems that are adequate to the actual time of socio-cultural, economic needs. On the one hand, it undoubtedly enriches the theoretical and practical basis of educational activities as a whole, with another - promotes the implementation of the principle of differentiation of education, providing a professional, personal orientation, which generally contributes to the humanization, democratization of education and, therefore, innovative development of the educational system.