Psychological Readiness of Supplementary Education Teachers for Research Activities: A Structural Analysis

The need to update supplementary education through innovations contradicts the insufficient elaboration of the psychological readiness of teachers for research activities. The problem is aggravated by the focus of research on students while insufficient attention is paid to the role of the teacher. The study aims at developing a theoretical model of such readiness for supplementary education teachers. The author’s model is based on the integration of the V.A. Chupin’s concept of reflective practice, which provides for the analysis and understanding of activities, and the A.N. Leontyev’s theory, which explains the mechanism of transforming external motivation into internal motivation (“shifting the motive to the goal”) as the basis for the dynamics of the key model component. The research results demonstrate the development and substantiation of a four-component model of psychological readiness of supplementary education teachers for research activities. In the proposed model, the motivational component serves as the foundation upon which all activities are built. A critical review of the literature has identified three levels of readiness. The creative component has been found to be crucial for achieving success and developing competencies, as it enables adaptation to changes and effective updating of the educational process.