The Value of a Teacher's Professional Activity in the Context of Professional Development

Identificator

EDN: CEREMH ; УДК: 371.14

Authors

Lapina Elena Vladimirovna, PhD in Pedagogy, chief researcher, Head of the Laboratory of Applied Research, N. F. Bunakov Voronezh Institute for the Development of Education. Russia, Voronezh. E-mail: lapina_elena2013@mail.ru ; Obukhova Lyudmila Aleksandrovna, Doctor of Pedagogy, professor, Head of the Sector of Scientific and Journalistic Activity, N. F. Bunakov Voronezh Institute for the Development of Education. Russia, Voronezh. E-mail: lobuhova48@mail.ru ; Gladkikh Valentina Vladimirovna, Doctor of Pedagogy, professor of the Department of Foreign Languages, Military Educational and Scientific Center of the Air Force "N. E. Zhukovsky and Y. A. Gagarin Air Force Academy". Russia, Voronezh. E-mail: voenprof.gv@yandex.ru ; Dubovitskaya Tatyana Viktorovna, PhD in Pedagogy, associate professor of the Department of Physics, Voronezh State Technical University. Russia, Voronezh. E-mail: d.t.v.n.a@mail.ru

Journal

HERALD OF VYATKA STATE UNIVERSITY №3 (157), 2025

Section

PEDAGOGICAL SCIENCES

Pages

61-69

Abstract

The basis of a teacher's professionalism in the axiological aspect consists of values that act as guidelines, opening the path of endless development for the practicing teacher toward the teacher-master, the professional. The development of a teacher's professionally significant values in the system of supplementary professional education is characterized by the following: first, professional values determine the teacher's position; second, the process of developing a teacher's professionally significant values ensures not only social continuity but also the evolution of society, which entails a search for new ideals and value-semantic orientations; third, an orientation toward the challenges of tomorrow turns the problem of developing a teacher's professionally significant values into one of the most pressing issues for the formation of the spiritual and moral potential of the younger generation. Recently, researchers (I. F. Isaev, I. A. Zimnyaya, G. A. Ignatieva, V. I. Slobodchikov, and others) have paid considerable attention to axiological priorities; however, professionally significant values have not been studied in detail with regard to the supplementary education of teachers. A key vector of a teacher's professionalism in the system of professional development is an orientation not only toward pedagogical culture but also toward the content of professional activity. An attempt is made to transfer value-semantic orientations from the descriptive plane into the teacher's practical activity. The purpose of the article is to identify the value-semantic foundations of a teacher's professionalism in the system of continuing education. Research methods: theoretical (comparative analysis), empirical (questionnaires), and methods of mathematical statistics (data processing). The article concludes that the information obtained during the study can be considered in terms of developing targeted programs of course training. The results of the study confirm the effect of developing three groups of professionally significant values in the system of postgraduate education (universal human values, meaning-of-life professional values, and values of professional development and self-actualization).

Keywords

postgraduate education value-semantic guidelines professionally significant values professional development

Recieved

22.05.2025

Published

16.07.2026

References

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