Future Teachers’ Existential Self-Determination in the System of Intergenerational Interaction Factors

Aim of the article is to reveal the role of intergenerational interaction in the future teachers’ existential self-determination and the ways of its organization.

Methodology. The materials from scientific sources and regulatory documents on the topic of the work were used, applied theoretical methods of analysis and generalization, as well as analytical and statistical methods of qualimetry to compare the information.

Results. The dialectical unity of intergenerational professional (pedagogical) interaction and existential self-determination of the future teacher in the educational environment of the university was revealed. Examples of projects for organizing intergenerational interaction in the educational environment of the university are offered (“Dynasties of Teachers. Attraction of Generations”, “Pedagogical memoirs”, “Imitation of the pedagogical ideal: retrospective and Prospect”, “My Youth – Timurovites”, “Existential Storytelling”, the anticafe project “Pedagogical Reboot”), ensuring positive dynamics of the signs of future teachers’ existential self-determination (existential fulfillment, existential sensitivity, existential synergy).

Research implications. It is proposed to consider communication, where the dyad “future teacher – scientific and pedagogical school” is important as one of the mechanisms of intergenerational pedagogical interaction. This dyad is understood as a dialogue of two coevent spaces through representatives of different generations of pedagogical work which represent the future and the past / present. Dialogicity is manifested in the ability to create existential experience in a future teacher through local history and pedagogical immersion. There are given following methods for identifying the effectiveness of the organization of intergenerational interaction: criteria for existential self-determination of a future teacher (cognitive, emotional and behavioral) and diagnostics that determine its dynamics (Existence Scale (Existenz-Skala, ESK) by A. Längle, K. Orgler; Conscious Choice and Self-Awareness Scale, PCASS; Self-Organization of Activities Questionnaire, OSD).

Conclusions. Intergenerational interaction not only fosters a sense of respect for older generations but also acts as a social resource that has a positive impact on the existential choice of a future teacher. The practical work confirms the effectiveness of the organization of project activities, which included the integration of generations of teachers and students, as well as the immersion of future teachers in the historical and pedagogical heritage. All this led to positive dynamics in the existential fullness, existential sensitivity and existential synergy of the future teacher. The proposed projects can play significant role in working with students at pedagogical universities, as well as in advanced training courses.

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