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Conclusion Методолого-прикладные основы
Thus, pedagogical professionalism presupposes an акмеологических исследований. - М.: 2000.
integrative psychological phenomenon that characterizes its [2]
essence. By participating in the educational and professional Маркова А.К. Профессиональное саморазвитие
педагога. – К.: Высшая школа, 2004.
process, and then in the professional activity of a teacher,
primarily as a future specialist, he not only creates exactly [3] Маркова А.К. Психология профессионализма.- М.,
the same ideas about his profession and personal 1996.
capabilities, but also actively develops them. He also [4]
develops as a person, forming an attitude towards himself as Сергеева Н.И. Профессионально-личностное
саморазвитие как цель профессионального роста
a subject of professional activity and as an active participant
in it. педагога // Современные проблемы науки и
образования. - 2015. - № 2-1.
References: [5]
[1] Деркач А. А. Акмеология: личностное и Сластенин В.А. Профессионализм педагога:
акмеологический контекст // Педагогическое
профессиональное разви-тие человека.
образование и наука, 2002. - №4.-С.4-9.

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