THE ANALYSIS OF EFFECTIVENESS OF CORRECTIVE PROGRAM OF FORMING OF COMPONENTS OF PROFESSIONAL SELF-DEVELOPMENT OF FUTURE PRIMARY SCHOOL TEACHERS

Abstract

The analysis of effectiveness of corrective program of forming of components of professional self-development of future primary school teachers is made in the article. The methodological base of design of corrective program was the principles of systematic and genetic, personal and active, action approaches to the professional self-development, humanist theory of self- actualization and self-realization of the personality. The program, designed by author consisted of: diagnostic, forming and recovering, psychical and preventive and correctional, control blocks. In the psychical and preventive and correctional process the gaming technologies, which consist of numerous exercises and performed both individually and within groups, psychological actions and role games and quests, personality-oriented technologies of professional development were used. The conducted justification of effectiveness of corrective program showed, that the specially arranged events allowed to increase levels of such components of professional self-development of future primary school teachers as: need and motivational, reflexive and value and social-communicative. During the conducting of pedagogical correction the specially organized training as the addition to traditional educational forms were used. The objectives of such education are the following: the promotion of forming of subjective position of the personality about the professional promotion; the supporting of personal-professional development; the stimulating of upward professional mobility and career growth in the pedagogical activity; optimization of attitude to oneself as to the professional; the expansion of oriental level in the professional field; the actualization of personal resources in the professional self-development; help in passing of new professional status of future pedagogue; the prognostication of possible difficulties, which are related to the future pedagogical activity. Thus proved, that the specified corrective program is able to promote forming the professional motivation, directivity on the professional self-development, high level of aspiration, awareness of value of one’s professional self-development, vision of one’s disadvantages and the weak sides, to develop social skills and communicative abilities.