| Annotation |
The development of modern children proceeds in fundamentally new conditions that differ from the previous ones, both in new society, technological resources, and new standards of teaching and teachers’ activities. New abilities are in demand, but the mechanisms of self-discovery of schoolchildren’s abilities have not yet become the subject of research in educational psychology, which defines this problem as new and relevant. The work was performed within the framework of the psychology of abilities (B. M. Teplov, N. A. Aminov); A. Längle’s ideas about existential motivation, self-acceptance; psychology autobiographical memory V. V. Nurkova. Research methods: autobiographical narrative interviews, systematization, modeling. The results of the study have showed that the launch of the mechanism of self-disclosure of abilities, which is important in the early stages of personal development, is associated with an understanding of the sources and factors of the origin of abilities, acceptance, as “yes” of life, of their awareness. It was revealed that self-discovery of abilities is preceded by a series of events that trigger the mechanism under study. The role of the teacher in self-discovery of the student’s abilities and self-knowledge is shown. The mechanism of self-discovery of abilities is presented as a result through an individual way of updating the autobiographical memory in a specific context. Answers of respondents are presented in a systematic form. The mechanism of self-discovery abilities of a student has been simulated. The connection of self-discovery abilities with professional competencies of the teacher, in particular, the creation of a certain kind of respectful attitude, as well as the prediction of student performance are shown.
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| References |
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