Abstract
The problem under study is relevant due to an increased role of future teachers’ self-education as a factor of his competitiveness and effective self-realization in the conditions of global paradigm of lifelong education and the necessity of designing educational technologies for formation of future teachers’ readiness during his study at the university. The aim of the article is to study the effectiveness of interactive learning technologies in the practice of training future teachers as a means of forming their readiness for professional self-education. Main approaches to the study of this problem are the system and the activity approach, implemented in the process of formation of readiness of the future teachers for professional self-education at a modern university. Analysis of the results presented in this paper suggests that the use of the system application and methodically based combination of a variety of interactive learning technologies in the training of future teachers has a positive impact on the formation of all the components of readiness of future teachers for professional self-education (motivational, value, cognitive, activity, reflexive). The article may be useful for university teachers implementing training of future teachers.
Highlights
The dynamic development of modern society, the emergence of new technologies, the expansion of the flow of information calls for self-improvement and lifelong self-education
Analysis of the results presented in this paper suggests that the use of the system application and methodically based combination of a variety of interactive learning technologies in the training of future teachers has a positive impact on the formation of all the components of readiness of future teachers for professional self-education
Formation of readiness for self-education of a future teacher has its own specificity, which is determined as the need of a modern teacher to acquire a combination of significant skills and experience of their implementation: the ability to work with different sources of information, knowledge of the fundamentals of the scientific organization of pedagogical work; the ability to analyze, compare, set the relationship between pedagogical phenomena and processes, ability to listen and speak, to defend his point of view, the ability to work in a team, resolve conflicts, to adapt to changing conditions, be psychologically stable to difficulties; design programs and projects of their professional activities, to take responsibility, to be able to organize their own work, to simulate the professional activity, and so on (Kondratenko, 2012)
Summary
The dynamic development of modern society, the emergence of new technologies, the expansion of the flow of information calls for self-improvement and lifelong self-education. Formation of readiness for self-education of a future teacher has its own specificity, which is determined as the need of a modern teacher to acquire a combination of significant skills and experience of their implementation: the ability to work with different sources of information, knowledge of the fundamentals of the scientific organization of pedagogical work; the ability to analyze, compare, set the relationship between pedagogical phenomena and processes, ability to listen and speak, to defend his point of view, the ability to work in a team, resolve conflicts, to adapt to changing conditions, be psychologically stable to difficulties; design programs and projects of their professional activities, to take responsibility, to be able to organize their own work, to simulate the professional activity, and so on (Kondratenko, 2012) Formation of these future teachers’ abilities is not possible without taking part in an active cognitive activity, creating a variety of situations of pedagogical interaction in the process of training, turning them into a genuine subject of the process (Rybakov, 2014). Later interaction problems have been considered in the works of such foreign www.ccsenet.org/res
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