Psychological patterns and resources of personal and professional development of the polysubject community "teacher – student" during the transition from one stage of education to another in the conditions of technological transformations

Aim. To study psychological resources and patterns of personal and professional development of the polysubject community "teacher – student" at the stage of transition from secondary education to higher education (school, university, professional activity) in conditions of combined online and offline learning.

Methodology. A theoretical-empirical study was conducted, which consisted of three stages: the first and second stages – ascertaining, the third stage – forming (longitudinal study 2018–2022). The study involved 605 respondents. Theoretical, diagnostic, statistical methods were applied.

Results. The results are obtained on the psychological patterns of personal and professional development of the polysubject community in school and university, general and special in polysubject interactions. The factors and conditions contributing to and hindering the creation of a polysubject community "teacher – student" and psychological resources (developed programs) aimed at preventing and overcoming continuity crises in ensuring the personal and professional development of students at the stage of transition school-university, university-professional activity are identified and investigated.

Research implications. Transformations have been carried out at the target, content, and technological levels of psychological training of future teachers. The effectiveness of the implemented technology and training programs allow us to recommend them for implementation in the professional training of teachers of all forms and levels of education.

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