| Summary: | In the article the issue of teacher self-determination in the chaos of modern educational space is considered as a global problem, one that is closely connected with the processes of democratization in society and with the increase in cultural diversity. Diversity is seen by the author as one of the leading characteristics of pedagogical reality. Self-determination is interpreted as the clarification of one’s professional-personal position and of possible limits of positive actions in a crisis situation involving cultural diversity. The idea of investing in cultural diversity, which (the idea) was put on record by UNESCO, is developed and applied to the potential input of pedagogical science into the improvement of the preparation of those who take part in the educational processes. It is emphasised that the current state of the educational space produces an impulse for professional and personal development based on self-determination in the diversity of pedagogical realities (реалий). Considering the specific character of these realities the following scientific-methodological premises (научно-методические предпосылки) are introduced: the development and “maintenance” of diversity in the educational space based on professional self-determination of every teacher. The ideas and the theses contained in the article have a methodological character and can serve as a benchmarkfor improvement to the system of continual (uninterrupted) pedagogical education.
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