UDC 37.032

Eremkina O.V.¹ (Ryazan, Russian Federation) – o.eremkina@ rsu-rzn.ru

¹Ryazan State University named after S.A. Esenin

Abstract. The modern period of development of society in general and education, in particular, dictates new requirements for the teacher. A good teacher is a practical psychologist. Therefore, at present there is a need for future teachers and practitioners to develop personal meaning in carrying out research activities at the level of psychodiagnostic culture. This problem is extremely relevant for the safe personal development of the child. The purpose of the research is to find ways and means, methods and technologies to change the semantic attitude of future teachers and practitioners to research activities, which allows them to form a personal meaning in the implementation of research activities at the level of psychodiagnostic culture. To achieve the goal, the following tasks were set and solved: the stages of personal meaning formation in the implementation of research activities at the level of psychodiagnostic culture among teachers and students were substantiated from the standpoint of semantic theory; the main tools for the formation of research potential and psychodiagnostic culture were presented; the results of experimental verification of the effectiveness of the selected tools were characterized. The tasks were solved in accordance with the author’s concept, the essence of which is the gradual formation of a new semantic attitude (sense formation, sense awareness and sense-building) among teachers in relation to diagnostic support for the safe personal development of children, which is possible on the basis of mastering research activities at the level of psychodiagnostic culture. The most effective formation occurs when using semantic technological influences and learning to solve problematic pedagogical psychodiagnostic tasks. The results of the experimental verification of the selected tools clearly demonstrate their effectiveness. The study was carried out in accordance with the methodology of the pedagogical experiment, using valid and reliable diagnostic techniques. The research has theoretical significance; its scientific novelty consists in substantiating the interdependence of the research potential and the psychodiagnostic culture of teachers and the use of the theory of meaning.

Keywords: teacher, professional training of a teacher, research activity of a teacher, psychodiagnostic culture, personal meaning, pedagogical problematic psychodiagnostic tasks.

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For citation: Eremkina, O. V. (2026). Changing the meanings, meanings and attitudes towards research activities at the level of psychodiagnostic culture among future and working teachers. CITISE, (1), 163-177. (In Russian).