TEACHER’S SELF-DEVELOPMENT: TEACHER’S SELF-DISCOVERIES REGARDING THE SIGNIFICANCE OF PEDAGOGICAL PERSONALITY DEVELOPMENT DURING PEDAGOGICAL PRACTICE

Ilga Kušnere; Aivis Dombrovskis

doi:10.17770/sie2019vol5.4002

Authors

Ilga Kušnere Latvijas Universitāte (LV)
Aivis Dombrovskis Latvijas Universitāte (LV)

DOI:

https://doi.org/10.17770/sie2019vol5.4002

Keywords:

lifelong education, personality development, self-evaluation, self- management, self-observation, teacher

Abstract

In the 21st century, a special place in education is occupied by sustainable development issues, which emphasize the unique role of education in shaping the public opinion. New pedagogical approaches, which show how education could contribute to the evolution of consciousness, are being sought. A shift of paradigms is happening in education: from knowledge memorization to skills, character, meta-learning (Education 2030: Organisation for Economic Cooperation and Development competency framework). The research confirms, to successfully implement the proposed changes in modern pedagogical practice, it is valuable for the teachers to learn the psychology methods and techniques on how to improve and advance personality growth based on the knowledge shared by K.G. Jung, K. Wilber, and A. Maslow. research confirms it is valuable to acquire these methods during theoretical and practical activities for professional development.

The study revealed that teacher’s professional competencies, such as communicative, methodological, organizational, creative skills and self-management, improve through familiarization and practical application of this knowledge.

The aim of the study is to show the importance of how the psychological insights regarding the development of personality impact the pedagogical practice. Main tasks include literature studies and evaluation, working with a target audience. Research methods: survey.

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