Acmeological Principles of Quality Management in Teacher Education under Contemporary Educational Transformations

Abstract

The article presents a theoretical and methodological analysis of the acmeological principles of quality management in teacher education under contemporary educational transformations. It substantiates that the modernization of the teacher education system requires the implementation of management approaches focused on the comprehensive professional and personal development of teachers, fostering their readiness for continuous self-improvement, innovative activity, and effective response to the challenges of modern society. The purpose of the study is to identify the interconnected acmeological principles that determine the strategic guidelines for the professional development of future teachers and ensure the enhancement of the quality of their professional training. The study employs a comprehensive set of research methods, including analysis, synthesis, comparison, generalization, systematization of scientific sources, structural-functional analysis, and modeling. The main findings include the determination of the content and key characteristics of the acmeological approach as a methodological basis for quality management in teacher education, as well as the identification of its fundamental principles, structural components, and mechanisms for practical implementation. It has been demonstrated that the implementation of acmeological principles contributes to the development of competitive teachers capable of professional mobility, creative self-realization, reflective practice, and continuous professional development. The scientific novelty of the study lies in clarifying the content of the acmeological principles of quality management in teacher education, systematizing their structural components, and revealing their interaction within the contemporary educational environment. The practical significance of the findings is determined by the possibility of their application in developing strategies for quality assurance in teacher education, improving teacher education programs, organizing postgraduate teacher education, and supporting the activities of higher education institution administrators and academic program coordinators.