LEVELS OF FORMATION OF INTEGRAL STRATEGY AS A PROFESSIONAL AND PERSONAL FEATURE OF TEACHERS

Abstract

The article characterizes the phenomenon of integral strategy as a professional and personal trait of teachers, describes the logic of strategy formation in the process of solving professional tasks, and substantiates the need for purposeful formation of strategy for effective pedagogical activities and achieving personal and professional goals.

It was found that strategy is an organizational and regulatory component of professional and pedagogical activities, and strategic organization is a fundamental principle of this activity. It is substantiated that the signs of strategic thinking of a teacher are: adherence to a certain scheme in information processing as opposed to random, disordered actions, saving time and cognitive resources of the teacher, flexibility of thinking (ability of the subject to change, adjust action plan when working with conflicting information); the subject’s confidence in the correctness of the chosen course of action and its exact observance. It is determined that the formation of strategy occurs within the triad: problem – solution – strategy, an important factor in the formation and implementation of strategy is the presence of the goal, which should be personally and professionally significant, and should activate various knowledge and skills and determine the plan and course of further work. Strategies have been found to be complex, integral in that they combine the personal and professional dimensions of a teacher’s career.

As a result of the analysis of scientific sources the levels of formation of integral strategy of the teacher are defined and described, in particular: adaptive, heuristic, research, innovative, meaning-generating – on an example of professional activity of teachers of the Ukrainian language and literature. It is determined that pedagogical skill as the highest level of professional development of a teacher correlates with innovative and meaningful levels.