The thesis comprehensively reviewed the problem of teacher’s personal pedagogical culture in Ukraine and Poland on the basis of comparative analysis.
The dominant tendencies of the above-mentioned culture, on the basis of Ukrainian and Polish social, cultural and educational realities, were identified. The influence of the concepts such as «culture» and «personality» on the development of theory and methodology of the development of teacher’s personal pedagogic culture in both countries was substantiated. Peculiarities of socio-cultural status of teachers as well as activity-behavioral characteristics of personal pedagogical culture of teachers in both countries were highlighted. Characteristic of cultural competences and their influence on the development of personal pedagogical culture of teachers in Ukraine and Poland was distinguished.
Comparative knowledge about major factors, conditions, content and tendencies of the development of teacher’s personal pedagogical culture in different social-and-cultural conditions was enhanced.
Four basic models of teacher’s personal pedagogical culture were distinguished, taking into consideration its structure: cognitive, professional, axiological and attributive.
The researcher, in the process of the study, identified basic social-and-cultural factors of teacher’s personal pedagogical culture on the basis of Ukrainian and Polish research and practical-professional experience precisely: social-and-cultural surroundings of the school; social-and-cultural status of Ukrainian and Polish teachers; social role of the teacher as a disseminator of culture in the local environment (Ukrainian and Polish experience).
It was found out that characteristics of social-and-cultural environment of school are reflected in the teacher’s personal pedagogical culture.
The influence of forms of self consciousness realization on the development of the phenomenon under study was modeled, and their correlation with key components of teacher’s personal pedagogical culture of a teacher was proved. It was identified that the development of teacher’s personal culture is accompanied by problems, caused by globalization processes and promulgation of mass-culture. The influence of art on the mentioned process was justified.
By the results of the research the author made a conclusion that the level of social status of a teacher as a determinant of his personal pedagogical culture directly affects the quality of the performance of his social roles.
It is also proved that teacher’s performance of his functional responsibilities is intrinsically connected with his activity in the cultural sphere, which presupposes dissemination of knowledge, connected with the set of values, social norms, formed and approved by the past generations.
The author identified and described a personal component of teacher’s personal pedagogical culture of Ukrainian and Polish educators that is reflected in the culturological orientation of personality together with its activity-and-behavioral characteristics.
It was found out that in the process of formation of cultural structure of teacher’s personality it is necessary to consider two substructures: 1) orientation of personality, its moral qualities and personal attitude, its relationships with others (defined by the social being of the person); 2) substructure of experience (knowledge, abilities, skills, habits), which is being formed in the process of its activity.
Main tendencies of the development of personal pedagogical culture of Ukrainian and Polish teachers were identified. They are as follows: a tendency that reflects the development of culturological structure of teacher’s personality under the social-and-cultural conditions of life of educators; a tendency to identification of style differences between individual and psychological characteristics of teacher’s personality in Ukraine and Poland that largely form the image of his/her pedagogical culture; a tendency to increasing (in Ukrainian experience) and to stability, even with certain features to decreasing (in Polish experience) the place and the role of Christianity as an axiological phenomenon and as a behavioral position in the development of personal pedagogical culture of teachers in both countries; a tendency to stable connection between the notions “cultural activity” and “participation in culture” with gradual dominance of symbolic and entertaining components.
