TEACHER’S SELF-EDUCATION AS A GUARANTEE OF IMPROVING PROFESSIONAL PEDAGOGICAL SKILLS

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The article briefly describes the psychological and pedagogical, socio-economic and scientific-technological prerequisites for improving the professional skills of a teacher of a modern higher education institution.
 The author touches upon the problems of forming the pedagogical skills of a high school teacher in the context of today, analyzes the dynamics of requirements for him over the past decades and, in particular, during the lockdown period associated with the COVID-19 pandemic. 
 A number of research methods were used: analysis and systematization of scientific sources that reveal the goals and means of improving the pedagogical skills of teachers, in particular, given the problems of teaching in a pandemic COVID-19 and related quarantine facilities; terminological analysis necessary to clarify and differentiate key research definitions; theoretical modeling of processes of increase of professional skill of the scientific and pedagogical worker by means of his self-education; empirical observations - to study current issues of teaching.
 The author outlines the current factors stimulating the process of increasing the self-educational competence of a teacher of higher education, in particular, the informatization of the educational space, which becomes mandatory in modern conditions. An overview of innovative self-educational tools is made, attention is paid to the role of the administration of higher education institutions in their implementation. The conclusion is made about the need to design and implement tools to increase the self-educational competence of research and teaching staff in modern conditions. The value of the teacher's self-educational competence is clarified.. The traditional list of principles of self-education (systematic and consistent; focus on practical activities; complexity) and the means of their implementation in the practice of improving the pedagogical skills of a teacher of higher education is analyzed. The inclusion of such principles as interdisciplinarity, innovation, efficiency and mobility, which reflect the proven constant possibility of rapid changes in the educational environment and in the world in general, is justified.