Biruk N. Professional and creative development of the personality of a teacher-researcher in terms of scientific and pedagogical school activity

The thesis presents the results of a thorough analysis of the regulatory and scientific source base on the problem of professional and creative development of the personality of a teacher-researcher in scientific and pedagogical school environment; reviews the scientific-theoretical bases of the essence of scientific-research activity and the formation of the personality of a teacher-researcher in the process of its implementation. A number of key definitions such as: «personality development», «professional and creative personality development of a teacher-researcher» have been analyzed as well as the changes that occur with the personality during the process of this development have been identified. The generalization of theoretical approaches, tendencies, contexts of problem consideration of professional and creative development of a teacher-researcher's personality has proved the multi-dimensional scientific directions concerning the analysed concept in the theory and methods of professional pedagogical training in an institution of higher education, the variety of approaches regarding establishing its essence, subjects and result. We have determined its result in the following: scientific-research competence is formed at the empirically intuitive, research-logical and creative-heuristic levels. The model of professional and creative development of the personality of a teacher-researcher in scientific and pedagogical school environment, consisting of four interconnected blocks: conceptually-targeted, motivationally-stimulated, contentually-procedured and resultantly-diagnostic has been projected, the technology for its implementation has been worked out. The program of the pedagogical experiment directed on verification of the presupposition has been described: the effectiveness of professional and creative development and the formation of scientific and research competence will increase due to the purposeful and systematic influence of the scientific and pedagogical school environment providing the implementation of scientific-research activities by a teacher-researcher, introduction of well-grounded pedagogical conditions and technology. The results of the ascertaining stage of the experiment have been represented, that determine the actual state of scientific-research competence formation of the studied categories of specialists. The results of the ascertaining and formative stages of the experiment have been compared as well as the conclusion about the efficiency of the model realized at the formative stage of the experiment – the positive dynamics of the level of scientific-research competence development, has been formulated. The certainty of the obtained results has been checked using the methods of mathematical statistics.