Pedagogical introspection of the category “acmeological culture of the teacher” in interdisciplinary research

The article is devoted to the analysis of sources that highlighted the pedagogical and interdisciplinary introspection of the category of “acmeological culture of the teacher”. According to the results of the analysis of scientific sources, it was established that the modern education system in Ukraine declares the need to train teachers who are able to educate the student's personality with the intention of self-development, self-realization, self-determination and self-fulfillment. The idea is put forward that the subjective signs of a teacher's acmeological development are: initiative, foresight, intuition; striving for self-regulation, self-control, self-realization and self-projection; the ability to self-correct and self-compensate; a relentless pursuit of self-development and self-renewal; the desire to realize oneself in various types of activities; the intention for self-understanding and reflection on life and professional experience. It is proven that the acmeological development of a teacher determines his “movement” to the heights of professionalism, gradually becomes a determining factor in the subjective realization of an individual, provides the opportunity to realize one's own potential, and acts as a measure of a person's self-determination. The acmeological culture of a teacher is interpreted as a synthesis of several substructures: acmeological literacy (awareness of the phenomenology of “acme”; understanding the psychological nature of an individual's desire for maximum development at different periods of life; awareness of the patterns of achieving acme peaks in personal, professional and pedagogical development); acmeological competence (synthesis of professional skills that are revealed in experience, acquire systematic development in professional and pedagogical activities, ensure the formation of professionalism and pedagogical skills); educator's self-concepts (strategies for designing personal and professional development in professional and pedagogical and self-educational activities, professional position and worldview towards the need for constant improvement of one's own professionalism). The integrative function of acmeological culture is described, which consists in harmonizing conceptually different properties and characteristics of a person at each level of his internal organization; ensuring the synthesis of valuemeaning, goal-setting and emotional-volitional subsystems into a holistic system; realization of the subject potentials of the teacher (welcoming, willingness to interact, pedagogical orientation). The projective function of acmeological culture is described as one that provides balance and harmonizes the essential potentials of the teacher's personality and his/her activity capabilities; involves drawing up a predictive trajectory of “anticipatory reflection” of a person's life path and self-realization in the profession.