Educator in the digital educational space: resources and risks

The concept of personal and professional development of a teacher, alternative models of professionalization, resource and risk-bearing strategies, technological model, digital educational space

In the concept of professional development of the teacher's personality (Mitin), two alternative models of teacher's work are identified: the model of professional development and adaptive functioning. It is shown that the model of professional development characterizes the constructive path of a teacher in the profession, the path of creation, building up their creative potential. In this theoretical and empirical study, the task was set to determine the psychological resources and risks of effective work of teachers of different professionalization models in the digital educational space. With the help of a specially developed methodological program, it has been experimentally proved that the professional development model characterizes the resource strategy of a teacher's professional life in the digital space, including the actualization of: — personal resources (pedagogical orientation, pedagogical flexibility, pedagogical competence, self-awareness); — reflexive resources that reveal themselves in empirical indicators of semantic and regulatory levels; — behavioral resources (polished behavior, optimal level of risk readiness, inclusion in the polysubject community). The adaptive functioning model defines a risk-bearing strategy of teacher professionalization in the context of digital transformations, reflecting unformed, undeveloped personal and behavioral characteristics: subject orientation, emotional, behavioral, intellectual rigidity, activity and communicative incompetence, unstructured self-awareness, pathogenic level of reflexive resource, rigid professional role behavior, intergenerational gap of value orientations and time prospects, etc. Theoretically and empirically, a complex of psychological conditions of professional development of the individual is identified, which determines the actualization of the teacher's resource capabilities and the transformation of risks into a development resource in the conditions of digitalization of education. The following groups of conditions can be distinguished as the most important components of this complex: intrapsychological, interpsychological, inter-intrapsychological. A new technological solution for the constructive change of teacher behavior is proposed, which allows transforming the adaptive behavior of the teacher, directing him to creative self-realization in the profession. Thus, the technological model makes it possible to transform contradictions and risks into a resource for personal and professional development of teachers in the digital educational space.