ФОРМУВАННЯ САМООСВІТИ ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ У СФЕРІ ФІЗИЧНОГО ВИХОВАННЯ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

Abstract

Consideration of the issue of self-education of higher education teachers is due to the requests of higher professional education systems regarding the training of highly qualified personnel in the professional field, the need for specialists in personal and professional growth and self-development. The article substantiates the need for self-education of teachers of higher education institutions, especially in the conditions of distance learning, defines the essence of self-education of teachers and their readiness for self-education, the technology of organizing self-education. On the basis of an empirical study, using a questionnaire, the level of readiness of teachers of higher education institutions for self-educational activities for the period before and after the introduction of quarantine restrictions and the transition to distance learning of students was revealed. The organizational and pedagogical conditions of readiness for self-educational activity, which formed the basis of the proposed practical recommendations, are highlighted. Improving the level of professional competence of teachers is one of the main directions of reforming the education system. The main form of improving the level of professional competence of higher education teachers is professional self-development through purposeful self-educational activities. Modern pedagogy requires highly qualified specialists who are able to creatively approach the organization of the educational process and achieve high-quality results. The duties of teachers include constantly improving their own professional level and pedagogical skills, ensuring the scientific-theoretical and methodical quality of teaching the discipline within the framework of the specialty education program, etc. Self-education becomes the main way of developing professional competence, which is the most complete mastering, updating, increasing and deepening of knowledge, generalization of pedagogical experience with the help of self-development activities and personal improvement. With this ability of higher education teachers to obtain additional pedagogical knowledge, abilities, skills and contribute not only to their self-realization in both personal and professional activities, but also to the quality training of students. Key words: self-education, self-educational activity, teacher of a higher education institution, readiness for self-education, distance learning.