Аннотации:
This study aimed to identify the impact role of providing training to future teachers
with acmeological approach on leading to the personal and professional growth, which
is relevant and valuable for providers and clients of educational services. The study was
experimental in nature, the sample consisted of 325 respondents who had undergone
special trainings with acmeological approach and who had participated in psychodiagnostic research carried out before and after the training, as well as three months
after the start of the experiment. The methods embraced testing by the questionnaires
for studying meaningful life orientations, self-relationship, testing for “assessment of
self-fulfillment” and “readiness to self-development”, and the indicator of self-change
potential. The findings were compared with relevant indicators and their accuracy was
confirmed via the students’ t-test. In the control group, participants expressed a desire
to understand themselves but felt unable to facilitate self-improvement. Conversely,
students in the experimental group expressed a desire to understand themselves and
possessed the ability to promote self-improvement. The majority of students favored
the acmeological approach for enhancing motivation and cultivating a highly
professional persona. Three months post-experiment, students in the experimental
group exhibited a greater tendency towards self-change. The results of the experiment
have shown the effectiveness of acmeological approach for developing future teachers
professionally, and the experimental verification of its impact on students' selfawareness, meaningful life orientations, ability to self-change, and their potential for
high levels of teacher professionalism.
