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Potential and peculiarities of structural-level organization of professional pedagogical thinking // Pedagogical Review. 2023. Issue 4 (50). P. 120-130

The currency of the survey is occasioned by the fact that consideration of the professional thinking as a resource, demands widening of apprehension of it as a metasystem, which includes cognitive, metacognitive, personal and resourceful and behavioral components. The data of the research of professional thinking of preschool teachers (n = 70), supported by a metasystem approach, has been presented in the article. The peculiarities of structural-level organization of pedagogical professional thinking on a systemic level have been defined: it has been concluded that teachers, who work with preschool children, represent all the levels of professional thinking, simultaneously they more often make situational decisions with suprasituational direction (in 1/3 of cases) and exactly this level has been characterized as more organized structurally compared to others. The similarities and differences of professional thinking depending on specialization and location of a preschool educational establishment have been evolved (partially in the qualities of suprasituational thinking and metacognitive characteristics). It has been established that there is a partial connection between components-subsystems of professional pedagogical thinking: the suprasituational level of thinking is related to self-actualization, self-management and self-interest involve behavioral flexibility and creative solutions of problem situations, self-confidence is positively combined with metacognitive characteristics and comprehensiveness of analysis of a problem situation. The conception of potential of professional thinking, new for psychological and pedagogical science, has been suggested. The results obtained can be used in preschool education towards achieving performance indicators of educational activities.

Keywords: professional pedagogical thinking, cognitive, metacognitive and personal peculiarities, preschool teachers, potential of thinking, structural-level organization of thinking, metasystem approach

Suprasituatedness of professional pedagogical thinking as a cognitive resource // Pedagogical Review. 2025. Issue 5 (63). P. 109-118

The article examines the necessity of restructuring of the processes of comprehension of pedagogical activity taking into account development of unified educational environment on the territory of Russia, some substantial changes in the content of general education and strengthening of the role of educational processes. The variant of realization of system-genetic approach (V.D. Shadrikov), that allows getting closer to overcoming difficulties in studying professional pedagogical thinking related to differences in the interpretations, polysemy and ambiguity of the criteria and characteristics that describe it, is presented in the article. The comparison of the characteristics of pedagogical thinking that reflect its functional and resource capabilities have been made on the basis of the model of psychological system of activity. The author provides new positioning of the fundamental characteristic of professional thinking – suprasituatedness, that can be a cognitive resource, integral attribute, implemented in different ways at various levels of structural organization of thinking and explicating changeable components of psychological system of activity on the basis of the analysis of the researches implemented in the frame of the concept of suprasituatedness (M.M. Kashapov). Generalization of the data of the multi-year research of professional pedagogical thinking is presented. The author demonstrates the differences between suprasituatedness of thinking and suprasituational thinking, identifies their fundamental characteristics and determines the resource possibilities and limitations. The results obtained can be used for achieving quality indicators of educational activity and for organizing psychological support of the process of continuous professional additional education.

Keywords: professional pedagogical thinking, suprasituatedness of thinking, suprasituational thinking, teacher, cognitive resource, structural-level organization of thinking, systemogenesis