Psychological Conditions for Actualizing Development Resources and Overcoming Barriers to Multi-Subject Interaction Between Teachers and Students

Aim. Theoretical and analytical substantiation, experimental verification and integration into the educational process of the university of technology actualization of such resource complexes as “reflexive projecting” and “engagement-involvement.”

Methodology. A specially developed methodological program was used, including diagnostic techniques and technology for updating resources (stages, processes, modules, psychotechnics) with students of a pedagogical university (n=84).

Results. For the first time, a set of psychological conditions for the actualization of teachers’ development resources through the introduction of integrative technology has been identified. After the implementation of the technology, students experienced an increase in their involvement in the learning process and a multi-subject community due to the complementary components of the reflective design resource.

Research implications. The technology and resource actualization programs “reflexive projecting” and “engagement-involvement” for student teachers have been developed, integrated into the educational process of the university and have proven their effectiveness, which allows us to recommend this complex for implementation in the pedagogical education system.

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