MECHANISMS FOR DEVELOPING PEDAGOGICAL TECHNIQUE IN ENGLISH LANGUAGE TEACHERS BASED ON THE ACMEOLOGICAL APPROACH

Abstract

This thesis explores the mechanisms for developing pedagogical techniques in English language teachers through an acmeological approach. Acmeology, as the science of achieving peak professional performance, provides a holistic framework that transcends traditional skill-based training. The study posits that the development of pedagogical technique—the synthesis of teaching skills, personal efficacy, and adaptive strategies—is not a linear process but a multifaceted journey toward professional mastery. Key mechanisms identified include the creation of individualized acmeological trajectories, the implementation of reflective practice as a core developmental tool, the fostering of creative pedagogical autonomy, and the establishment of a supportive professional environment that promotes collaborative learning. The findings suggest that by shifting the focus from mere methodological competence to acmeological self-actualization, English language teachers can achieve higher levels of professional excellence, adaptability, and sustained motivation, ultimately enhancing the quality of language education. This thesis argues that such a paradigm shift requires a systematic integration of acmeological principles into teacher development programs.