Pedagogical Mastery as a Characteristic of Modern Educator Professionalism

Abstract

The article aims to comprehensively analyze the essence of pedagogical mastery and its place in the structure of a modern teacher's professionalism, to develop an author's structural model of professionalism with mastery as its central role, and to investigate the factors of its formation, particularly the role of self-education and self-training.

Methods: Methods of theoretical analysis, synthesis, comparison, and generalization of scientific and pedagogical literature were used to systematize approaches and develop a systematic structural model.

: The study revealed the multifaceted nature of pedagogical mastery as an integrated, dynamic dimension of professionalism, combining a high level of self-organization, psycho-pedagogical knowledge, and practical skills. An author's structural model of teacher professionalism is proposed, which includes subject competence, psycho-pedagogical mastery (as the core), personal-social maturity, and information-digital competence. Various aspects of mastery formation are analyzed, emphasizing the interaction of organizational and methodological conditions with the key role of self-education and self-training. It is shown that the effectiveness of independent professional growth is enhanced through the optimization of self-study, which includes structured content, selection of learning paths, provision of resources, consulting support, self-control tools, and the technologization of self-educational activity for effective feedback.

Conclusions: Pedagogical mastery is a key and multifaceted characteristic of a modern teacher's professionalism. The proposed model systematizes its components, highlighting mastery as a dynamic core. The formation of mastery is a complex process that depends on external organizational aspects and internal self-development processes involving modern technologies. The study deepens the understanding of the phenomenon and lays the theoretical foundation for further scientific developments in the training of pedagogical staff.