Abstract
The article proves that in the process of forming future teachers' self-development skills in distance learning, special attention should be focused on an individual approach to each student, their initial professional and pedagogical abilities, psychological capabilities, the originality of the thesaurus, as well as on the psychological and pedagogical features of forming readiness for professional self-development. It emphasizes the necessity for modern teachers to be theoretically and practically capable of analyzing their professional capabilities and, based on this, to formulate a program for their further professional growth at any stage of their professional activity. The article analyzes the peculiarities of using modern ICT in the distance preparation of future educators for professional self-development, distinguishing the means of telecommunications, methods, techniques, and forms of work. It examines the independent work of students in two aspects: at the reproductive level (working on oneself without any assistance but according to tasks or routines defined by schedules, habits, the instructor's requirements, and societal needs; acting according to the accepted motivational setup; developing acquired knowledge, skills, habits) and at the productive level (working on oneself not by template, but with attempts at novelty, risk, creativity, inventiveness, interest, and the need for self-improvement; introducing changes in content, organization and outcomes of activities). The article substantiates the peculiarities of organising an information and educational environment that allows teachers to more effectively implement ICT and Internet resources at different stages of the traditional education system, create online classes, integrated classes, develop and use their own software and digital educational resources for distance learning.
Published Version
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