The potential of the acmeological approach in the training of future teachers: theoretical basis and modern discourse

The paper is devoted to highlighting the specifics of the implementation of the acmeological approach in the system of future teachers training. According to the results of the analysis of scientific sources, the authors recorded the ambiguity of the positions of scientists regarding the essence of the main categories of acmeology (acmepedagogy and acmeological pedagogy; acmeogenesis and professional formation), inconsistency in the interpretation of the acmeological approach in its methodological meaning (symmetry of the acmeological and acme-synergetic approaches), multi-vectority in the interpretation of technological and implementation aspects of the acmeologization of education. It has proved that in the projection of theories of personality formation, “acme” is an attributive sign of a harmonious, creatively self-realized, self-actualized personality, an organic and holistic individuality, which is able to harmonize and optimize all spiritual-moral and practicalprofessional dimensions of the personality. It has been found out that the integrative nature of acmeology, determined by a wide range of interdisciplinary connections, accumulates the results of comprehensive studies in solving an extremely urgent problem – the progressive continuous development of the personality of a teacher who strives to reach the heights in professional pedagogical activity. It has been proved that in the context of training future teachers, the acmeological approach acts as a structural-worldview strategic vector that reorients the plane of the pedagogical process (content, structural organization, development methodology) to the acmeological (creative-realizing, professionally-self-actualizing, personality-oriented and self-realizing) quality of human development, that is, to achieving acme-peaks of worldview-spiritual, valuemoral and professional-pedagogical development. The modern discourse has been analyzed and trends and variants of taking into account the principles of the acmeological approach in the training of future teachers have been formulated. In particular, it has been determined that in modern educational practices the use of various acmeological pedagogical technologies is being activated and the methodology of constructing an acmeological environment in a pedagogical university is being popularized. It has been determined that taking into account the acmeological approach in the training of future teachers stimulates the independence, initiative and innovative orientation of future teachers, helps them to reveal and develop their creative potential, find their own “style” in pedagogical activity, optimize personal and professional intentions, and adapt them to social requirements and challenges of modern educational practice.