Theoretical foundations for the formation of a teacher's research culture as one of the factors of his/her professional growth

Abstract

The article is about the problem of formation of the teacher's research culture as one of the determinants of its continuous professional growth. The material emphasizes on the relevance of training a teacher-researcher who is capable of creative approach to his/her own professional activities. It is analyzed the following concepts: “culture”, “professional culture”, “pedagogical culture”. It is proved the mutual connection of concepts mentioned above. Conclusion is made about the intersection, the similarity of structures and results, the general features of such concepts as “professional culture” and “pedagogical culture”. It is determined that because of the professional culture a specialist manages his abilities and achieves more results. Fundamentals of professional culture are laid in the process of comprehensive professional training, namely, methodological, theoretical, practical, ideological, humanitarian, and creative.
Pedagogical culture is regarded as a professional, and supporters of it are professional teachers. Pedagogical culture is the center of the teacher's professional culture, an important component of it, which is a dynamic entity, and the main purpose of it is the final product of the activity, and how it is being produced. It is indicated that the category “professional culture” reflects a specific source of formation of a research culture and correlates with the research culture of a particular social group. Thus, the research culture of educators is an integral part of the research culture of society and a specific kind of professional-pedagogical culture at the same time. The teacher-researcher is a high-class specialist who is aware in problems of modern schools and has a variety of research methods, special knowledge in pedagogy, psychology, and philosophy. Teacher-researcher must be able to find new sides in pedagogical phenomena and to find hidden connections and regularities in them which requires a general culture, professional pedagogical knowledge, and professional experience. Formations of a teacher's research culture in the system of continuous education can be considered as a dynamic process of his/her professional growth characterized with the level of professional training.