Concept of Personality Development of Educators in Terms of Culture as Self and Mentoring Movement: Humanistic and Communicative Approaches

Abstract

Introduction. Problem statement concerns the topical issues of theory and methodology support of the personality development of educators at In-service Institutions. There states the current notion of growing interest of teachers who try to do their best at exploring their own classrooms in the process of professional engagement, i.e. from ideas, to their application, and to exploration language classrooms. The purpose of this article is seen on providing the concrete steps via which the likely exploration might be carried out within the research function of a teacher development. Methodology and database of this research reflects the ideas of the humanistic approach. In terms of the growing interest in teacher-initiated action research results there presents the Axiology Model of Culture as Self and Mentoring teachers focused on the communicative motivation for exploring their own classrooms within the process of professional engagement as productive approach. The latter is based on the role of the mindset, & the emotion/feelings sphere, the personality status within the security poly-cultural environment that is taken in consideration while developing professional programmes at In-Service Professional Institutions for Schoolteachers in the Novosibirsk Region.   As a positive result, the Novosibirsk educators focus on their system activities for the realization of the concrete steps of professional development via using training didactic materials, and developing their own textbooks and teaching resources for usage while exploring the classrooms and programming the process for their recurrent professional education. In conclusion we state that their findings indicate the overwhelming majority of participants’ attachment to the necessity of specialized training in terms of the likely theory and methodology.