Abstract
The article presents reasonably organizational and pedagogical conditions of professional self-development of primary school teachers, namely: support of positive motivation of achievement as meeting internal needs of the individual in professional self-development; the use of cognitive and informative opportunities of the content psychological and pedagogical and methodical disciplines for the formation of didactic complex and technological knowledge and skills, abilities to integrate spatial and substantive, informative and motivational, psychological, social and communication components of the educational environment of teachers’ training college; creating rich social and communicative space in the course of interactive cooperation of learning subjects to create students’ “success situations” and demonstrating positive experience of the professional success. The result of these organizational and pedagogical conditions of the professional self-development of primary school teachers have reflexive-value treatment to the personality as a future teacher and professional considering his or her strengths and weaknesses, formed a high level of readiness for professional self-development in his or her chosen profession
Highlights
The personality-oriented character of the new model of professional training in our country is directed to self-actualization, self-determination and self-identity of the future specialist’s personality
The aim of the article is to single out the characteristics of the organizational and pedagogical conditions of primary school teachers’ professional self-development
Professional self-development is stimulated in external aspect with purposeful inclusion of students in different types of activity, first of all, in informative and research work, their attraction to the solution of creative tasks, use of opportunities of the creative developing environment of teachers’ training college
Summary
The personality-oriented character of the new model of professional training in our country is directed to self-actualization, self-determination and self-identity of the future specialist’s personality. Not even form and educate, but find, support, develop a human within a human, lay a mechanism of self-identity in himself” [10] For this reason the interest of both theorists and practicians of professional education to the problem of future specialist’s professional self-development, in particular to organizational and pedagogical conditions of the specified process remains almost evidence-based. Kharlamov caused by external and internal incentives allows to track dynamics of professional self-development of the identity of future elementary school teacher and to allocate organizational and pedagogical conditions of his stimulation. Professional self-development is stimulated in external aspect with purposeful inclusion of students in different types of activity, first of all, in informative and research work, their attraction to the solution of creative tasks, use of opportunities of the creative developing environment of teachers’ training college. Khutorskii who claims that a subject of didactics is the process of training, and a condition necessary for its current (contents, means, methods of training, communication between the teacher and pupils, etc.) and got results, their diagnostics and an assessment, holds the similar opinion
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