The Concept of Three-Component Resourcefulness of a Teacher’s Personal and Professional Development: The Continuity Principle and the Emergent Effect
https://doi.org/10.18384/3033-6414-2026-1-111-126
Abstract
Aim. To develop a psychological concept of resource-predictive determination of personal and professional development of teachers, based on an integrative understanding of three-component resource as an emergent phenomenon.
Methodology. The study reflects the convergence and continuity of scientific traditions, educational values, and innovative approaches and technologies as a way to update the content of teacher education.
Results. In line with the systemic personality-developing approach, a new methodological approach has been developed – the resource-predictive approach, which includes a set of unique conceptual constructs – three-component resourcefulness: reflective design, constructive coping, engagement-involvement.
Research implications. The new practice of teacher training is based on a unified strategy for planning personal and professional development, a psychological concept and technology for updating resources (external and internal) for creative self-realization in the profession of subjects of continuing education.
About the Author
L. M. Mitina
Federal Scientific Centre of Psychological and Multidisciplinary Research
Russian Federation
Russian Federation
Larisa M. Mitina – Dr. Sci. (Psychology), Prof., Chief Researcher, Federal Scientific Centre of Psychological and Multidisciplinary Research.
Moscow
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