Abstract
The article presents the empirical research results aimed at determining the level of mastering the abilities to professional and personal self-development of pedagogical specialty students. Based on the analysis of psychological and pedagogical literature, the concept of "self-development of future teachers" was defined and formulated. The study offers a detailed prognostic model of stimulation of professional and personal self-development of future teachers. Based on system analysis, the authors have defined and presented the structure of stimulation of professional and personal self-development of future teachers. In the proposed structure of stimulation, the authors distinguished motivational, cognitive, and value-semantic components.The study comprehensively examines the value-semantic component as one of the main factors stimulating the professional and personal self-development of pedagogical specialty students. The results of empirical research on stimulation of professional and personal self- development of future teachers are presented using diagnostic methodologies.
Highlights
The increased requirements for the professional training of newbreed teachers require a review of the future teacher training at the university, creating the basis for the formation of his professional and personal self-development
The theoretical analysis of studies devoted to the issues of professional training of students and their readiness for pedagogical activity allows drawing a conclusion that this is complicated education which has to be formed under the influence of special training and own practical experience
Empirical research of self-development stimulation based on formation and increase of the orientation level of value-semantic competences in future teachers as a condition of professional and personal qualities’ development was carried out on the basis of Shakarim State University of Semey (Kazakhstan) in the 20172018 school years
Summary
The increased requirements for the professional training of newbreed teachers require a review of the future teacher training at the university, creating the basis for the formation of his professional and personal self-development. According to the State development program of education in the Republic of Kazakhstan, the content of higher education should be focused on "...ensuring self-determination of the individual, creating conditions for its self-actualization"; "...formation of a person and a citizen, prepared to enter into the modern society, and focused on improving this society" [2] This program defines the need to form in the future teacher's personality the ability and willingness to apply their knowledge and skills in constantly changing conditions, and be able to comprehend the meaning of their professional activities, to accept professional values, and be ready for constant professional self-development. The formation and improvement of the orientation level of value-semantic competences as one of the conditions for stimulation the professional and personal self- development of future students is a complex professional and personal education, consisting of a number of elements, which include professionally significant qualities
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