Self-Determination as a Psychological Resource of Teacher’s Personal and Professional Development

Self-determination in the context of a teacher’s personal and professional development has become relevant research subject due to humanistic person-oriented education focused on an active self-identifying personality. The aim paper is psychological analysis motivational self-determination processes as subjective foundation for teacher. Based modern approaches phenomenon, discusses integrative mechanisms internalization factors that determine satisfaction with activity productivity authors present their reasons favour conceptual model characteristics self-determination. They argue associated concepts autonomy, internally motivated activity, developing learning environment, dialogue, facilitation, persistence, involvement identify essence teacher resource system. conclude axiological creative content integrates diverse types tendencies pedagogical highlighting consistency coherence