Cite this article as:
Pautova L. E., Zharinova E. N. Acme Strategies and Acme Technologies for Productive Work of a Professional School Teacher. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2019, vol. 8, iss. 1, pp. 4-11. DOI: https://doi.org/10.18500/2304-9790-2019-8-1-4-11
Acme Strategies and Acme Technologies for Productive Work of a Professional School Teacher
The article presents the results of a theoretical study aimed at scientific, practical and acmeological analysis of the definition of such concepts as “acme strategy”, “acme technology” and scientific approaches to their development, problems of identifying and forming productive acme strategies, teacher’s acme technologies in one’s professional activity. It theoretically substantiates and defines the statement that clarification of the methodological, scientific and practical foundations of a teacher’s acme strategy and acme technology and promotes 1) definition of basic conceptual positions in the course of strategic planning of highly productive professional activities, and 2) generation of highly productive unique systems of scientific and educational activities, which in turn strengthen personal and professional development of all participants of the educational process. In the course of theoretical analysis, the authors explained the preconditions of formation and presented a set of scientific approaches to the definition of concepts of “acme strategy”, and “acme technology”, developed their substantive and structural significance, justified the importance of complex and multilevel approaches to implementing acme strategies and acme technologies in a teacher’s professional activity, revealed personal and professional competences of each level, defined the features, differences and structural-functional aspects of a teacher’s acme technology. The applied aspect of the problem under study can be implemented in the development of optimization programmes for teachers’ professional activities.
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