Российский психологический журнал (Jun 2022)
The personality of the future teacher: a review of foreign studies
Abstract
Introduction. Modern social and educational conditions of professional activity pose the challenge of developing the problems not of an already established teacher, but an emerging one, because it is at this moment that it is possible to design the conditions for the development of the personality of a future effective educator. This issue is actively discussed in the Russian literature, but there is no consideration of foreign studies on this issue. This article aims to present and analyze foreign psychological approaches to the study of the personality of a future teacher. The novelty of the study lies in the conceptualization of foreign psychological-pedagogical approaches to the study of the future teacher's personality. In addition, the personality of a future teacher is substantiated as an independent stage of specialist’s professional development, as well as a comparison of approaches to this problem in Russian and foreign psychology is made. Theoretical justification. The paper raises theoretical questions about the place of the problem of the future teacher's personality in the structure of foreign pedagogical psychology and psychology of education, theoretical and methodological approaches underlying foreign research, the directions of studying the future teacher's personality, and the personality model of the future teacher. These aspects of the analysis of foreign publications will make it possible to substantiate the provisions on the dominance of the general psychological "Big Five" factor model in the study of the future teacher's personality in foreign psychology, as well as on the similarities and differences in the theoretical and methodological foundations of Russian and foreign pedagogical psychology and psychology of education. Results. The directions of foreign research on this topic are considered: individual and personal characteristics necessary for the successful professional development of the future teacher; value-motivational components of the future teacher's personality; regulators of the effective performance of the future teacher; factors of successful mastery of the profession by the future teacher. An empirical model of the future teacher's personality in foreign pedagogical psychology is derived (based on the studies reviewed): the most significant personal properties and phenomena of the future and young teacher are the personal factors "extraversion", "conscientiousness", "openness to new things", "friendliness", emotional intelligence, self-confidence; in the motivational sphere, an important role is played by internal motivation and career values, as well as focus on mastering specific skills; value orientations are student orientation and a positive attitude to inclusive education; among the regulators of pedagogical activity of a future teacher, the most effective are career adaptability, career satisfaction, focus on professional development, and self-efficacy/self-confidence. Discussion. The analysis of foreign works allowed us to draw the following conclusions: there are no specific conceptual models of the future teacher's personality; studies focus on empirical results, from which specific implications are drawn rather than generalizable conclusions within the issue under study, indicating the emerging state of this field of foreign educational psychology; the universal «Big Five» factor model acts as the concept used to study the personality of the future specialist; similarities in the understanding of the future teacher's personality by Russian and foreign authors are expressed in the definition of personality traits through characteristics not related to pedagogical activity, but related to professional and organizational-psychological phenomena; differences are manifested in the basic theoretical-methodological approaches: Russian psychology uses the activity approach, the concept of professionalism and the theory of social development of the personality, while foreign psychology relies on the competence approach and the «Big Five» factor concept of the personality.
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