raining of future teachers, acmeology, acmeological approach, self-development, perfection professional success


The article deals with the problem of training future teachers based on the acmeological approach. According to the analysis of theoretical sources of recent decades, the relevance of the outlined issue is argued and the need to introduce its basic postulates into the educational process of institutions of higher pedagogical education is proven. The role of acmeological knowledge as a theory and practice of self-improvement of a person through activity, which grants them knowledge about life barriers and ways to overcome them based on reason, higher ethical feelings, and spirituality to achieve success in life, is defined. Modern theories of success (material existence, existential type of life success, etc.) are supplemented with an acmeological concept. In this context, the acme theory of "life success" considers a person as a dynamic system (a person in their development) striving for perfection.

The teacher's orientation towards success is defined as a prerequisite for upbringing a successful individual – a person of the future. It is proposed to create the acme potential of educational and professional training programs for future teachers by introducing the educational component "Fundamentals of acmeology" into the curricula. The scientific apparatus of the relevant educational component (goal, task, program results) is outlined. The promising lines of teaching the course are revealed based on the general characteristics of the following concepts: "acme" – top, "acmeology" – pedagogy of success, new quality of professional activity. The content of the basic theoretical provisions of the educational component is characterized, the topics of the lecture course tested during the educational process, the practically oriented context of the educational component, educational and organizational measures of its implementation in the conditions of training of future teachers – applicants of the second (educational and professional) level of higher education are presented.

The peculiarities of conducting practical/seminar classes are revealed using examples. An important aspect of the students' understanding of the concepts of "perfection", "integrated personality development", "self-improvement", "success" is determined by the use of a set of exercises, project tasks, discussion questions, etc. Examples of work on the implementation of practical tasks are considered. Based on the quantitative and qualitative analysis of the results of students' work in practical classes, it is predicted that they will achieve the planned program results, and the prospects for researching the acmeological principles of training future teachers by expanding the arsenal of practically oriented author systems are determined.


Berger, P.L., & Luckmann, T. (1966). The Social Construction of Reality. A Treatise on sociology of Knowledge. Retrieved from: [in English].

Bourdieu, P. (1980). Le sens pratique (Le Sens commun). Paris: Les Éditions de Minuit, 480. Retrieved from: [in French].

Burdie, P. (2003). Praktychnyi hluzd [Practical sense]. Kyiv: Ukr. tsentr dukhov. kultury, 503 [in Ukrainian].

Hladkova, V.M., & Pozharskyi, S.D. (Ed.). (2019). Fundamentalna akmeolohiia – nauka XXI stolittia [fundamental acmeology is a science of the 21st century]. Kyiv: Interservis, 206 [in Ukrainian].

Dubaseniuk, O.A. (Ed.). (2011). Profesiina pedahohichna osvita: akme-synerhetychnyi pidkhid [Professional pedagogical education: acme-synergistic approach]: monohrafiia. Zhytomyr: Vyd-vo ZhDU im. I. Franka, 389 [in Ukrainian].

Kohn, M.L., & Schooler, C. (1969). Class, Occupation and Orientation. American Sociological Review, vol. 34, 37-39 [in English].

Rybalko, L.S. (2007). Metodoloho-teoretychni zasady profesiino-pedahohichnoi samorealizatsii maibutnoho vchytelia (akmeolohichnyi aspekt) [Methodological and theoretical principles of professional and pedagogical self-realization of the future teacher (acmeological aspect)]: monohrafiia. Zaporizhzhia: ZDMU, 443 [in Ukrainian].

Sazonenko, H.S. (2004). Pedahohika uspikhu (dosvid stanovlennia akmeolohichnoi systemy litseiu) [Pedagogy of success (the experience of formation of the acmeological system of the lyceum)]. Kyiv: Hnosyz, 684 [in Ukrainian].

Naukovo-doslidna laboratoriia akmeolohii osvity Zhytomyrskoho derzhavnoho universytetu imeni Ivana Franka [Scientific research laboratory of acmeology of education of Zhytomyr Ivan Franko State University]. Retrieved from: [in Ukrainian].

Ukrainska Akademiia Akmeolohii. Kyivskyi universytet imeni Borysa Hrinchenka [Ukrainian Academy of Acmeology. Kyiv University named after Borys Grinchenko]. Retrieved from: [in Ukrainian].

Stepanenko, I.V. (2014). Mystetstvo zhyttietvorchosti yak stratehichnyi oriientyr harmonizatsii osvitno-kulturnoho prostoru universytetu [The art of life creation as a strategic reference point for harmonizing the educational and cultural space of the university]. V I.V. Stepanenko, T.S. Troitska, & V.V. Molodychenko. Harmonizatsiia kulturno-osvitnoho prostoru vyshchoi shkoly: problemy ta perspektyvy – Harmonization of the cultural and educational space of higer school: problems and prospects: monohrafiia. Vyd-vo: MDPU im. B. Khmelnytskoho, 121-126 [in Ukrainian].

Jankelevich, V. (1968-1970). Traite des vertus. Peris, Bordas [in French].