ФОРМУВАННЯ ГОТОВНОСТІ ЗДОБУВАЧІВ ВИЩОЇ ПЕДАГОГІЧНОЇ ОСВІТИ ДО ПРОФЕСІЙНОГО САМОВДОСКОНАЛЕННЯ

Abstract

The article provides a theoretical analysis of the problem of developing readiness for professional self-improvement in future teachers. It covers the structure of readiness for professional self-improvement, which includes the following components: motivational-axiological; informational-cognitive; operative and personal-reflex. The scientific report describes the groups of motives necessary for the formation of the readiness of the applicants for professional self- improvement (social, cognitive, professional, personal interest). It reveals the techniques of personal and professional self- improvement based on self-knowledge in the pedagogical process and defines their role in pedagogical design. It describes the basic principles of professional self-improvement of teachers, namely: the principle of development; the principle of amateurism; the principle of reflectivity in the process of self-growth and the principle of continuing education. The article proposes and analyzes the concept of "potential for professional self-improvement". It also explores the development of professional reflection in students of pedagogical institutions of higher education. It contains the characteristics of the actualization of readiness for professional self-improvement of students at different levels of professional skills. In the research, the functions of reflection in the pedagogical process are outlined, and its role in the pedagogical design is defined. The article provides the importance of pedagogical practices in the training of future teachers. The author emphasizes the need for continuing education to achieve the goal of conscious self-improvement as the pinnacle of professional "acme" development.