SELF-REGULATORY COMPETENCE AS AN INNOVATIVE COMPONENT OF PEDAGOGICAL ACTIVITY

Abstract

The essence of development of self-regulatory competence as an important component of pedagogical activity is found out in the research; the structure, components and functions of self-regulatory activity are analyzed. Researchers’ approaches towards self-regulation on physiological levels as well as in the field of education have been analysed. In the article, it has been focused that one of the structural components in future teacher’s emotional competence is the ability for self-regulation. It provides the activation and a certain direction of a subject position.The effectiveness of educational process organization in school and the nature of teacher’s professional becoming and self-realization depend on the level of self-regulation development. On the theoretical grounds of the problem of self-regulation, self-regulation is regarded as complicated mechanism which provides planning and realizing person's actions in accordance with the aim determined. The necessity and directions of activation processes in future teachers’ self-regulation have been determined. It presupposes future teachers’ awareness of self-regulation, main theoretical categories (structure, functions, components) and realizes through motivational sphere formation, subject and activity skill development, adequate self-esteem ability training. Principles, methods and means of activation of self-regulation processes have been presented. It has been concluded that self-regulation is a condition for future teachers’ emotional competence development, an important component of educational and pedagogical competence and a significant factor for educational and pedagogical success.