СТРУКТУРА ТА ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ САМООСВІТНЬОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ

Abstract

The problems of formation of self-educational competence of future specialists in the article are considered. Different approaches to the definition of the concept “self-education” as a process of self-mastery of knowledge is highlighted. The stages of self-education, which passes personality throughout life, are highlighted. The essence of the concept “self-education competence of future specialists” is clarified. Different approaches to the definition of the concept “self-educational competence” are considered, which is interpreted as an integrative quality of personality, as ability and readiness for self-development. The structural units of self-educational competence are revealed: self-motivation – self-organization – self-control – self-improvement – self-development. The component composition of self-educational competence is highlighted. The components are: motivational (desire, installation for self-improvement), organizational (clear construction of self-educational activity), procedural (functionality of knowledge, skills, skills, independent improvement), control and reflexive (self-analysis and self-assessment, self-control and self-regulation, reflection). The process of formation of self-educational competence of future specialists is researched. The stages of formation of self-educational competence are as follows: the first (actualization of motives, search for necessity and meaning in self-education), the second (improvement of the experience of self-education), the third stage (understanding of the significance of self-education, which becomes an inalienable attribute of a way of life). Different approaches to the selection of pedagogical conditions that contribute to the effective formation of self-educational competence are analyzed. Pedagogical conditions can be divided into groups of conditions: organizational, motivational, meaningful.