PROFESSIONAL SELF-DEVELOPMENT OF LANGUAGE AND LITERATURE TEACHERS AS PERCEIVED BY POSTGRADUATE PEDAGOGICAL EDUCATION COURSES ATTENDEES

Abstract

The article studies the language and literature teachers’ understanding of the characteristics and stages of professional self-development, their ability to plan their career growth. Attention is paid to the democratic principles and human-centered approach. The novelty of this article lies in the definition of the leading determinants of self-education as a factor of personal growth and professional development, the formation of a culture of personal development, emotional and volitional self-regulation. The methodological basis of the study is identified by the following approaches: acmeological, axiological, anthropocentric, learning-by-doing, competence, culturological, personal, synergetic, systematic. The subject of the study is language and literature teachers’ understanding of their professional development and postgraduate pedagogical education. Thus, this research demonstrates the relevance of the issues raised in this article. Future research needs to clarify the problems that hinder the creativity of teachers to deepen the knowledge about the theoretical and methodological principles of professional self-development, stimulate teachers to improve their professional competencies, focus on the creation of their trajectory of personal development.