УПРАВЛІННЯ ПРОЦЕСОМ САМОРОЗВИТКУ ПЕДАГОГА

Abstract

The article reveals the essence of concept “Pedagogues’ self- development”; were analyzed theoretical aspects of pedagogues’ self- development management, monitoring as mean of self-development management. The conducted monitoring research leads to the following conclusion: the teachers that took part in research have demand in self- development, eager to learn. It is found by the teachers that the main internal contradictions that arise in self-development activities are: no certainty that this will bring practical benefits (38%); it is difficult to implement such activity practically (39%). Uncertain in their ability to apply the knowledge gained as a result of self-education on practice 23% of teachers. According to the survey results, the most influential stimulating factors of self-development for teachers are: education, interest in the work, self-education and the possibility of gaining team’s recognition. With help of qualimetrical approach it was determined that the management level of pedagogue’s self-development – sufficient. The monitoring research allowed revealing the problems which became the basis of the complex-target program for improving of teachers’ self- development management process.