Self-realization of the chemistry teacher in the teaching process through the creation of an acmeological environment

Abstract

This thesis examines how creating an acmeological environment in a school or university setting supports a chemistry teacher’s self-realization within the teaching process. An acmeological environment is understood as a purposeful system of conditions that stimulates professional growth, reflective practice, creative initiative, and continuous improvement. The study argues that teacher self-realization in chemistry education emerges when instructional design, collegial culture, and institutional support align with development-oriented goals. Special attention is given to interactive methodologies, inquiry-based laboratory work, and reflective feedback cycles as practical mechanisms that empower teachers to implement innovative approaches while maintaining pedagogical effectiveness. The thesis proposes key components of an acmeological environment—value-based motivation, methodological freedom, constructive professional communication, and evidence-informed decision-making—and explains how these components shape teaching quality and teacher well-being. It concludes that acmeological conditions contribute not only to personal and professional fulfillment but also to learners’ engagement and achievement in chemistry.