edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2022-3-126-157edscience-2648Research ArticleПСИХОЛОГИЧЕСКИЕ ИССЛЕДОВАНИЯ В ОБРАЗОВАНИИPSYCHOLOGICAL RESEARCH IN EDUCATIONЛичностные особенности учителя XXI века: анализ эмпирических исследований проблемыPersonal characteristics of a 21st-century teacher: An analysis of empirical studies of the problemhttps://orcid.org/0000-0001-9667-4752ВолковаЕ. Н.VolkovaE. N.

Волкова Елена Николаевна – доктор психологический наук, профессор, ведущий научный сотрудник Института психологии

ResearcherID G-8595-2015

Санкт-Петербург

Elena N. Volkova – Cand. Sci. (Psychology), Professor, Leading Researcher of Institute of Psychology

ResearcherID G-8595-2015

Saint Petersburg

envolkova@yandex.ruРоссийский государственный педагогический университет им. А. И. ГерценаРоссияHerzen State Pedagogical University of RussiaRussian Federation202216032022243126157Copyright © Волкова Е.Н., 20222022Волкова Е.Н.Volkova E.N.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/2648Введение

Введение. В научной литературе эмпирические исследования личностных особенностей современного учителя с опорой на надежные и валидные методики немногочисленны. Единичные обзоры эмпирических исследований личности учителя выполнены только в рамках одной теоретической модели и не учитывают достижения других научных направлений, что существенно снижает потенциал управленческой, педагоги ческой и психологической деятельности в современном образовании. Разрешению этого противоречия может способствовать обзор эмпирических исследований, представляющий собой анализ и обобщение международного опыта изучения личностных особенностей со временного учителя.

Цель

Цель. На основе анализа научных публикаций обобщить результаты эмпирических исследований личностных особенностей учителя начала XXI века, выявить основные ограничения в организации научных исследований личностных особенностей учителя и определить актуальные направления исследований для оптимизации педагогической деятельности в современных условиях.

Методология и методы

Методология и методы. В обзоре использовалась методология подготовки аналитических обзоров на основе поиска публикаций с опорой на ключевые слова, в соответствии с выбранными критериями поиска с использованием дополнительных дескрипторов и дальнейшего качественного анализа релевантных эмпирических исследований. В обзоре использовались материалы, опубликованные за последние 20 лет.

Результаты

Результаты. Результаты эмпирических исследований, которые имеют репрезентативные объемы исследовательских выборок, выполненные с применением измерительных инструментов с известными психометрическими свойствами и отвечающие исследовательским критериям отбора, позволяют выделить несколько основных кластеров изучения личностных особенностей учителя. Наибольшее распространение получили исследования личностных черт педагога в рамках пятифакторной модели личности, эмоционального интеллекта учителя и мотивации учителя (трудовой мотивации, внутренней мотивации, эмоционально-смысловых предпочтений). Внутри этих кластеров были выявлены тенденции, которые характеризуют личностные особенности учителя XXI века, отвечающие возможности воплощения субъектной парадигмы современного образования, задаче успешного выполнения учителем своей деятельности и эффективности управления образовательными процессами.

Научная новизна

Научная новизна. Обобщение результатов определило содержание базовых личностных характеристик современного учителя и позволило выявить особенности, отличающие учителя XXI века. Представленные результаты раскрывают закономерности развития личности, поведения и деятельности современного учителя и могут выступить основой для дальнейших исследований в сфере наук об образовании, психологии личности, психологии труда и педагогической психологии.

Практическая значимость

Практическая значимость. Конкретно-историческое знание личностных особенностей учителя XXI века представляет собой доказательную базу для выработки стратегических и тактических решений в сфере управления образованием; определяет тактику управления современными педагогическими коллективами; позволяет проектировать на правления работы психологической службы системы образования с учителем, а также служит материалом для разработки образовательных программ подготовки, переподготовки и повышения квалификации учителей.  

Introduction

Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.

Aim

Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.

Methods

Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.

Results

Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.

Scientific novelty

Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.

Practical significance

Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.  

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The authors declare that there are no conflicts of interest present.