Theoretical problems of professional-pedagogical activity of a higher school teacher

Abstract

The article discusses the theoretical foundations of the professional-pedagogical activity of a high school teacher. Differences in professional activity determine the main direction in the professional development
of a higher school teacher. In this regard, there is a system of dominant values, motives, and needs that encourage the professional activity of a teacher. The priority choice of one of the parts in the structure of professional
activity provides for the content of the orientation of the teacher as a specialist. The personal qualities of a high school teacher are defined as a complex integrated, synthesized, and interconnected structure that allows for
the implementation and improvement of professional activities, the potential for self-realization of subjects of education. The structural content of the personal development of a high school teacher is understood and
recognized on the basis of theoretical modeling. The personal development of a high school teacher has a positive orientation and a negative, i.e. deformational character. Concretization and generalization of methodological
directions of pedagogical psychological foundations of personal research of a higher school teacher will be important for the relevant sciences, theory, and methodology of education. The analysis and identification of psychological and pedagogical problems of the personality development of a higher school teacher related to his professional activity and professional-pedagogical attitude are important in the field of modern pedagogy of higher school and psychology of higher school.