РОЗВИТОК ПРОФЕСІЙНОГО САМОРОЗУМІННЯ В ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ

Abstract

The problem of the development of the future teachers’ professional self-understanding is investigated in the article; it analyzes the psychological aspects of the problem of self-understanding and it establishes that a person does not understand herself at once; this ability develops gradually throughout life, under the influence of numerous social phenomena. The article reviews the main approaches to studying and diagnostics the process of understanding which scientists conditionally define as „objective” and “subjective” ones. It is found out that the realization of the “objective” approach means a detailed study of the subject of understanding, its structural organization and internal regularities of the development. On the contrary, the “subjective” approach to the study of understanding is focused, first of all, on the study of mechanisms, the object of understanding is considered as a condition for the intellectual activity of the subject. The following features of self-understanding are singled out: depth, clarity and flexibility as well as some structural and dynamic characteristics of this personal formation. The article reveals the connection of professional pedagogical orientation and self-understanding of future teachers; it finds out that the concept of professional self-understanding is wider than the concept of pedagogical orientation. The concept of professional self-understanding includes the system of ideas about professional training, goals, tasks and results of professional self-improvement. The functions of self-understanding are singled out: inductive, cognitive and evaluative, regulatory. The indicators of professional self-understanding are determined. They are the motives which impel to self-understanding according to the criterion of its formation; the attitude to themselves and others; the presence of a realistic self-esteem according to the criterion of adequacy; the ability to be reflective and to make an internal dialogue, and others. The methods of the influence of self-understanding on the success of professional activity of future primary school teachers are determined.