The complex analysis of the theory and practice of future teachers’ professional success at institutions of higher education of Ukraine of the second half of the XX – the beginning of the XXI century is carried out in the thesis. Basic concepts that reveal the essence of future teachers’ professional success are identified, social and emotional intelligence as the fundamentals of professional success is defined, the genesis of professional success is revealed through cross-cutting elements – professional competence, professional creativity/pedagogical excellence, pedagogical professionalism, acme vector.
The ordering of the «terminological field» of the study showed the fundamental, systematic, massive, generalizing nature of the concept «teacher’s professional success», its relationship and interdependence with the concepts of pedagogical competence, pedagogical excellence, pedagogical creativity, pedagogical professionalism as complex characteristics of high quality and productive pedagogical activity.
The author's definition is offered: a teacher’s professional success is a process and a result of professional activity, which is characterized by a stable focus on professional self-development and professional achievements, goal setting, goal achievement, positive external and internal assessment.
A retrospective analysis of the theory and practice of future teachers’ professional success at institutions of higher education of Ukraine in the second half of XX – beginning XXI century is carried out and three stages are identified and characterized: the first stage (1959–1991) – creative-search; the second stage (1991–2011) – innovative-technological; the third stage (2011–2020) – paradigmatic-transformational.
Social and emotional intelligence are the fundamentals for a teacher to achieve professional success, as it has a positive effect on important aspects of teaching: the teacher creates a productive working atmosphere of a subject-subject interaction in the classroom; establishes and maintains effective communication with all participants in the educational process; can select exactly those methods of educational activity that fully meet the selection criteria, taking into account their emotional saturation and compliance with the emotional mode of study; has the ability to self-regulating of internal well-being and avoiding negative manifestations of emotions, etc.
The prerequisites for ensuring the professional success of the future teacher are determined: social, economic, motivational, functional, personal-subjective, axiological, deontological, praxeological.
Content-procedural and design-technological support is revealed, organizational and pedagogical conditions are defined (actualization of motivation achievement; orientation of professional training on the formation of a successful personality’s behavior model and qualities; creation of praxeological art-educational environment; students’ involvement in reflective monitoring of their educational and professional achievements; stimulation of students’ activity and educational interest, the use of technologies of the education humanization; extrapolation of productive experience of future teachers’ professional success development at institutions of higher education of Ukraine in the second half of XX – beginning XXI century to the modern system of pedagogical education) of the future teacher’s professional success development. Content and procedural support for the future teachers’ professional success development in the educational environment at institutions of higher education also consisted in updating the educational programs of teachers’ training; structuring the theoretical and practical aspect of educational components; development of curricula of educational components taking into account the requirements of higher education standards and emphasizing a successful person’s competencies development; ensuring the development of structural components of professional success defining technologies, leading forms and methods. Design and technological support for the future teachers’ professional success provides a positive motivation of future teachers for professional success and implementation of technologies for the development and self-development of future teachers’ professional success.
A model for the development of professional success of future teachers has been developed, which considers all factors, tasks, prerequisites, approaches, organizational and pedagogical conditions, types of education, forms, technologies, methods, cross-cutting development, etc. that determine the continuous process of the teacher’s development as a professional and a professionally successful person.
