Readiness For Self-education Research Articles

Development of future elementary school teachers' professional self-education readiness through interactive teaching methods

A modern specialist's ability to self-educate is a valuable professional quality. Education has been given the essential responsibility to develop the learners' readiness for self-education (RSE). However, university students experience difficulties organizing and implementing self-educational activities. The study's goal is to investigate the development of students' RSE and the impact of interactive training methods (ITMs) on ensuring the development of self-education skills in future elementary school (FES) teachers. The study used a pre- and post-test design for FES teachers' readiness for self-education (RSE). The study involved 240 learners at E. Buketov Karaganda University, Karaganda, Kazakhstan. The study found that university students experienced difficulties in organizing and implementing self-educational activities. The findings revealed that using integrative teaching methods increased students' readiness for self-education which is a significant improvement over traditional methods. This paper contributes to the methodological potential of university education by providing an innovative approach to improve university students' self-education preparation.

Educational psychologist activity in terms of individualized learning

The pedagogical community comes to the idea that a future specialist in the field of education and upbringing should have a set of psychological and pedagogical knowledge, skills, and also specific personal qualities values and readiness for self-education and self-development, capability of responsible choice of professional goals, creative and non-standard search for solutions to a large number of pedagogical tasks. Thus, an educational psychologist becomes one of the most important specialists in the modern education system. The article discusses the professional activity of an educational psychologist. The stages of formation of the educational psychologist profession are highlighted, legal acts are analyzed. The role of an educational psychologist in the conditions of modernization of education is considered. It is proved that tutor competence is necessary for the successful professional activity of an educational psychologist in the process of individualization and personalization of education. The definition of the tutor competence of an educational psychologist is given as personality traits that integrates knowledge of methods for diagnosing individual characteristics of a student, methods of motivation and stimulation, development of skills for optimal selection of individual education trajectories in an open educational space for the purpose of professional, life and personal self-determination.

ФОРМУВАННЯ САМООСВІТИ ВИКЛАДАЧІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ У СФЕРІ ФІЗИЧНОГО ВИХОВАННЯ ДО ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ДИСТАНЦІЙНОГО НАВЧАННЯ

Consideration of the issue of self-education of higher education teachers is due to the requests of higher professional education systems regarding the training of highly qualified personnel in the professional field, the need for specialists in personal and professional growth and self-development. The article substantiates the need for self-education of teachers of higher education institutions, especially in the conditions of distance learning, defines the essence of self-education of teachers and their readiness for self-education, the technology of organizing self-education. On the basis of an empirical study, using a questionnaire, the level of readiness of teachers of higher education institutions for self-educational activities for the period before and after the introduction of quarantine restrictions and the transition to distance learning of students was revealed. The organizational and pedagogical conditions of readiness for self-educational activity, which formed the basis of the proposed practical recommendations, are highlighted. Improving the level of professional competence of teachers is one of the main directions of reforming the education system. The main form of improving the level of professional competence of higher education teachers is professional self-development through purposeful self-educational activities. Modern pedagogy requires highly qualified specialists who are able to creatively approach the organization of the educational process and achieve high-quality results. The duties of teachers include constantly improving their own professional level and pedagogical skills, ensuring the scientific-theoretical and methodical quality of teaching the discipline within the framework of the specialty education program, etc. Self-education becomes the main way of developing professional competence, which is the most complete mastering, updating, increasing and deepening of knowledge, generalization of pedagogical experience with the help of self-development activities and personal improvement. With this ability of higher education teachers to obtain additional pedagogical knowledge, abilities, skills and contribute not only to their self-realization in both personal and professional activities, but also to the quality training of students. Key words: self-education, self-educational activity, teacher of a higher education institution, readiness for self-education, distance learning.

Formation of pedagogical university students’ readiness for professional self-education

The relevance of the research subject is determined by the higher-education modern requirements to students’ (future teachers’) readiness for professional self-education. One of the conditions for its formation is the use of interactive teaching methods in educational and professional activities, that provide for formation of due skills and abilities connected with professional self-education, as well as monitoring the level-indicator dynamics of pedagogical university students’ readiness for professional self-education. The research was carried out on the basis of the Branch of Omsk State Pedagogical University in Tara (N=80), with the use of the methods: “Assessment of the ability to self-development, self-education” (V.I. Andreev), “Readiness for self-development” (V. Pavlov), “Assessment of development level of student’s readiness for self-education” (O.N. Inkina) and the uniquely designed questionnaire “Knowledge of self-education basics”. The reliability of obtained data was verified using the χ2 Pearson’s test. The interactive teaching methods (case studies, projects, research methods, discussions, methods for formation of future teachers’ reflexive position, etc.) that provide for formation of self-educational competence are included in the content of lectures and seminars under the course “Pedagogy” which aims to develop the bachelor’s basic professional competence by forming theoretical knowledge, cognitive and research skills of future pedagogues. Based on the comparative analysis of empirical data and statistical analysis, positive dynamics was ascertained as well as reliable increment of level indicators’ values for all criteria towards formation of students’ (future teachers’) readiness for professional self-education: motivational (p≤0.01), cognitive (p≤0.05), pragmatist (p≤0.05), reflexive (p≤0.01). The obtained results confirm the hypothesis that systematic inclusion of interactive teaching methods in the content of professional disciplines contributes to the formation of students’ readiness for professional self-education.

Students’ Educational Experience: The Conceptualization and Development of a Tool for the Assessment of Education Quality

To assess and manage the quality of education it is important to understand what happens to students at university, what experience they gain, and whether this experience contributes to their success and development. In foreign science student experience is considered as a student-centered idea of improving the quality of higher education and a prerequisite for many initiatives in this area. However, the approaches to its study require major revision. This article presents the study which allows the students’ educational experience to be conceptualized. To diagnose and analyze the students’ educational experience a valid and reliable tool has been created. Educational experience is defined as students’ representations which are significant from the standpoint of academic success, students’ readiness for self-education and self-development, and subjective well-being. These students’ representations are the representations of the following: their educational and professional activities, themselves as the subjects of their educational and professional activities, learning and social context. The students’ educational experience is presented in the aggregate of five components: satisfaction, intention to expand experience, self-efficacy and support, self-regulated learning experience, and engagement. The analysis of the holistic experience and its components allows not only to assess the student’s subjective perception of learning, but also to predict the effectiveness of the educational process based on understanding of the key internal factors of academic performance, subjective well-being and development. The article presents a questionnaire of students' educational experience, verified on a sample of students (N=479). It meets the psychometric requirements of internal consistency, retest reliability, content, construct and criterion validity. This questionnaire can be used to control the quality of education, to do scientific research and evidence-based pedagogical experimentation in the context of the restructuring higher education.

Specificity of Digital Tools Use in the Formation of Professional Competencies of Teachers – Defectologists

The article discusses digital tools for the formation of professional competencies of teachers-defectologists in the format of an open educational resource that combines the advantages of a training workshop and practical exercises in the field of training. The digital resource contributes to the formation of future teachers-defectologists as subjects of inclusive activities with a readiness for self-education. The aim of the study is to review and analyze the key characteristics of digital student learning tools and the experience of introducing them into the educational process. The authors use the methods of theoretical analysis: the study and analysis of psychological, pedagogical and scientific-methodical literature and Internet resources on the research problem, as well as generalization of the experience of approbation of an open educational resource. The parameters that make it possible to determine the efficiency of the resource use are highlighted: the ability to analyze the anamnestic data of children with disabilities; the ability to diagnose, put a speech therapy conclusion, the amount of rational selection of tools for diagnosis and psychological and pedagogical study of preschoolers with disabilities, taking into account the age and type of impairment; the degree of interaction with other specialists using digital resources, etc. The educational resource LogopedistPro was included in the structure of the educational process with the aim of practice-oriented training and the formation of professional competencies of a teacher-defectologist through a system of training tasks. The results of the level of formation of professional competencies of students are analyzed. As a result, 70% of students improved their level using the open educational resource, activated by workshops. It is concluded that the result of using digital tools is improving the quality of students' knowledge and develop their ability to study independently.

НАУКОВО-ДОСЛІДНИЦЬКА РОБОТА У ПРОЦЕСІ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ З ПОЖЕЖНОЇ БЕЗПЕКИ ЗВО ДСНС УКРАЇНИ

The authors proved that such personality qualities as readiness for self-education, creativity are particularly important for the specialist of fire safety. It is highlighted that the research work become increasingly important and are transformed into one of the main components of training future specialist of civil protection in terms of higher education. The role of research work for future specialists of civil protection in the process of their professional competence are analyzed. Reasoned scientific position on the need for a rational combination of traditional and innovative forms and methods of both auditorium and non- auditorium activities are grounded; the complexity level of research aims; compliance with the ratio between auditorium and non-auditorium activities; providing individual and differentiated approaches; matching student’s interests and opportunities with the curriculum requirements or the aims and objectives of research work; ensuring the adequate numbers of reference and methodological literature, guidance on the separate tasks implementation; usage of digital libraries (learn using electronic textbook, e-lectures, abstracts, usage of electronic educational and methodical complex); control over the implementation of research tasks. Principles of preparing of future specialists of fire safety to research activity: consistency, continuity, comprehensiveness, integration, predictability, scientific and innovational principles are defined. Research work of future specialists of fire safety are examined on the basis of characteristics and prospects of higher education due to the competence approach, which are aimed at the development of new scientific knowledge, theoretical systematization of objective knowledge about the nature of the profession. Perspectives of further scientific studies are in researching the development of criteria, levels and indicators for assessing the research quality. Key words: professional competence; specialist of fire safety; research activity.

Problems of preparation for educational design of students of institutions of higher art education

In modern conditions of production development, the requirements for a young specialist in the field of higher art education are growing. The main task of higher art education is to train a competitive, mobile specialist who has a readiness for self-education throughout his life. When preparing a specialist in higher art education, it is necessary to form in him such knowledge, abilities and skills that will allow him to solve non-standard production problems, use modern technologies, independently analyze the results of his activities, and draw conclusions. Thus, a graduate of institutions of higher art education must be ready to work actively in a changing environment. Teaching focused only on memorizing the material can no longer meet modern requirements. The problem of the formation of such qualities of attention, memory and thinking that allows the student to independently assimilate information, is constantly updated, as well as the development of such abilities and skills, which, preserved even after completing education, would provide him with the opportunity to keep up with the accelerated scientific technical progress. One of the problems of modern education is that graduates experience some difficulties in applying theoretical knowledge in practice. The ability to apply the acquired knowledge, skills and abilities in professional activities cannot appear by itself, for this you need to teach. To solve this problem, it is necessary to introduce the educational design teaching method into the educational process, which today has its own characteristics and problems.

Massive open online courses as a resource of mixed learning (on the example of humanities)

The dominant direction in the development of online education, actively discussed by the pedagogical community, is training using massive open online courses (MOOCs). The key factor in the effectiveness of the implementation of MOOCs in the practice of educational organizations is primarily the availability of elite education. In modern conditions, which determine the priority of lifelong education (lifelong learning), it is particularly relevant to form schoolchildrens readiness for self-education, which can be facilitated by training on MOOC platforms. The broad discussion of MOOC implementation in educational practice is more concerned with university education, additional education and the system of advanced training. The use of MOOCs in school education in the publications of teachers-researchers is not considered fully enough and is mostly related to natural sciences. The paper analyzes the MOOC on the example of humanities and the features of the implementation of mixed learning models (inverted learning, autonomous group, individual trajectory) based on the use of online courses. This analysis suggests that there should be a need for more in-depth research in this area and the need to introduce elements of learning into school practice through massive open online courses. This will resolve the contradiction between the need for differentiation and individualization of training and the potential of existing unused massive open online courses.

USING OF MEDIA TECHNOLOGIES IN TEACHING INFORMATICS IN PRACTICE

Background. This article examines the concept of «cognitive independence», as well as «cognitive activity» and analyzes the main ways and means of forming these abilities in the educational process. To study the individual psychological characteristics of a student as a subject of activity by identifying the dependence of mental independence on the parameters of the cognitive style, which is the basis for success in educational activities and further implementation of self-education. Methods. In this article were used methods an objective study of the subject of research; study in development, considering the conditions and influencing factors; study in activity, as one of the main conditions for development; systemic - structural approach; the concept of individuality. Results. The technologies successfully used in the practice of teaching a foreign language are analyzed as modern personality-oriented technologies that ensure the formation of linguistic and professional competence, readiness for self-education. Conclusion. Only a combination of all types of tasks represents the optimal organization of independent activity, contributes to the best assimilation of the material and forms students’ independence in the learning process.

THE TECHNIQUE OF PSYCHOSEMANTIC ANALYSIS OF STUDENTS’ ATTITUDES TO SELF-EDUCATIONAL ACTIVITIES

The article presents the author’s technique analysing psychosemantically students’ attitudes to self-educational activities, which can be used in psychological and pedagogical practice both for research purposes and for psychological and pedagogical assistance for students by developing their readiness for self-education. It is substantiated that the study of the constructs of students’ consciousness, which reflect their attitudes to different self-educational activities, using the method of semantic differential, makes it possible to identify: how difficult to implement self-educational activities (including specific activities, such as reading of scientific-professional literature); what self-education means to them; how it affects students; how students understand the importance of such activities for their professional development; how they are interested in these activities and whether they are active in their implementation; to what degree self-education is modern, dynamic; deepness of awareness of what is learned through self-education; the regularity of their self-educational activities; the degree of independence in such activity organization and implementation; effectiveness of self-educational activities. During technique development, twenty-eight scales were identified, which made up the final version of the semantic differential matrix: 1) Fatiguing – Mobilizing, 2) Disciplinary – Relaxing, 3) Effective – Ineffective, 4) Interfering – Helping, 5) With help– Independent, 6) Significant – Unimportant, 7) Externally directed – Self-motivated, 8) Easily accessible – Hard to access, 9) Easy to implement – Difficult to implement, 10) Mass – Individual, 11) Full of meaning – Nonsense, 12) Not worth the effort – Worth the effort, 13) Not worth the attention – Worth the attention, 14) Uninformative – Informative, 15) Necessary – Useless, 16) Unnecessary – Demanded, 17) Unacceptable – Desirable, 18) Unproductive – Effective, 19) New – Traditional, 20) Boring – Interesting, 21) Passively carried out – Actively carried out, 22) Superficial – Deep, 23) Constant – Situational, 24) Regular – Rare, 25) Various – Monotonous, 26) Systematic – Chaotic, 27) Modern – Old-fashioned, 28) Harmful – Important. The expressed differentiating ability of the technique was substantiated. The stages of technique development were described.

CIRCUIT LEADER: FROM THE PROFESSIONALITY TO THE PEDAGOGICAL SKILLS

The article analyzes the concepts of “extracurricular education”, “pedagogical professionality” and “pedagogical skills”. The peculiarities of out-of-school work are described and the need for training of highly qualified staff of out-of-school educational institutions is determined. The criteria of pedagogical skill that determine the level of professionality of a teacher are studied. The research of scientists on the ways of the purposeful influence on the growing generation within the framework of comprehensive personality development is considered. It is proved that out-of-school education institutions have a priority role in the upbringing and development of children’s talents and creative personality. It is noted that extracurricular education is characterized by variability and diversity of curricula, which allows students to develop practical skills in certain fields of science, technology, culture and art. The emphasis is placed on the fact that during the reform of education, when teachers are constantly faced with new challenges and tasks, it is extremely important to increase the professional level of teachers, their desire for continuous development and self-improvement to ensure a successful pedagogical and educational process. It is proved that the efficiency and quality of work of out-of-school education institutions largely depends on the professionality of pedagogical workers. The participation of teachers in competitions of pedagogical skills is a kind of the indicator of professionality of the teacher, the readiness for self-education, exchange of experience and own professional growth. The article describes the features of the All-Ukrainian competition “Source of Creativity”, defines the purpose, outlines the main objectives of the competition and considers the areas of extracurricular education in which the competition is held. The assessment of the professional competencies of participants is carried out by getting acquainted with the practical experience of their work, which is presented in the form of an electronic portfolio. A comparative analysis of the participation of pedagogical staff of out-of-school education institutions in the All-Ukrainian competition “Source of Creativity” for the last 7 years was also carried out.

THE METHOD EXAMINING STUDENTS’ READINESS FOR SELF-EDUCATION

The article focuses on the importance of diagnostic tools studying students’ readiness to self-education. The available psychological-pedagogical scientific developments on this problem are analyzed. Today, the question of an effective method examining a person’s readiness for self-education remains open. A new method studying students’ readiness for self-education is presented. The theoretical basis for the proposed method is highlighted. The method included the task to imagine oneself in ten different situations that stimulate to model students’ professional self-educational activities. Certain indicators were determined that described the respondents’ readiness to self-education. In particular, the situation 1 verified the respondents’ awareness of the significance of self-education, the situation 2 assessed their need for self-education, the situation 3 assessed stability of the interests, the situation 4 assessed students’ systematic work to satisfy their cognitive interests, the situation 5 assessed students’ independence in finding answers to relevant issues, the situation 6 did their ability to set independently self-educational tasks, the situation 7 evaluated students’ initiative in searches for new information, its processing and use, the situation 8 did students’ persistence in obstacle overcoming for new experience mastering, their volitional efforts during self-education, the situation 9 revealed the respondents’ positive emotional background, satisfaction during self-education, emotional uplift because of acquired new knowledge, skills, meanings etc. as a result of self-education, the situation 10 assessed the effectiveness of students’ self-education acts. We describe how to analyse the results obtained with the presented method. The method validity is substantiated. The proposed method examining students’ readiness for self-education has good reliability and validity and can be applied in psychological-pedagogical practice at universities.

АКТУАЛЬНІ ПРОБЛЕМИ ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНІХ ДИЗАЙНЕРІВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ: ТЕОРЕТИЧНІ ТА ПРИКЛАДНІ АСПЕКТИ

Purpose. The aim of this article was to reveal the current trends in the theory and practice of vocational training of future designers in higher education institutions of Ukraine, which relate to the understanding of the terms like “professional thinking” and “structure of professional thinking of a future designer” and the essential content of design vocational training. Methodology. A set of theoretical general scientific methods were used to meet the research aim. Those were systematic and comparative approaches based on analysis, synthesis, comparison, induction and deduction, as well as descriptive method.Findings. The analysis of scientific sources has allowed us to formulate our own definition of the concept “professional thinking of the (future) designer”, which we understand as a client-oriented design activity that combines logic, intuition, art, commerce and science. And we view the structure of professional (future) thinking of a designer as a dynamic spiral of cycles, which are a sequence of self-sufficient, self-compensating and self-perfect microprocesses aimed at intuitive-artistic and critical-logical thinking and realization of a design task. We also found that the problem of design typology remains debatable among practicing theorists today, since the use of hierarchical (subordination) or facet (the choice of classification features independently of one another and the semantic content of the object being classified) classification systems do not provide a solution to the problem. In the foreign sources, they use the term “a list of design disciplines” which is based on the main features of the way of thinking of the designer instead of the term “a typology of design by types of objects of design”. The list of design studies includes: applied arts, architecture, transport design, design of communications, configurations, engineering, graphic, fashion, game design, information architecture, industrial design, pedagogical, interaction design, interior design, landscape, light, video, process design, services, software, sound, web design. It made us convinced that with the development of technology, the above list has the potential to expand due to the fact that the principles and methods of design will adapt to other areas of human activity.Originality. The scientific novelty of the study is in formulation of the definitions of both the concept of “professional thinking of the (future) designer” and the structure of professional (future) thinking of a designer, and while analysing the scientific literature, the content of vocational training of the designers and curriculum of the higher institutions, it was discovered a trend of deepening of interdisciplinarity, namely in the direction of cross-sectoral convergence and increasing attention to the problem of formation of students’ competences of self-education.Practical value. It was specified the scope for the further investigation which is to study the possibilities of combining both trends in the model of forming the future designers’ readiness for self-education on the basis of interdisciplinary approach in art institutions of higher education.Conclusion. The list of design disciplines is based on the main features of a designer’s way of thinking. With regard to the vocational training of future designers in higher education institutions, there is a trend of deepening of interdisciplinarity, namely in the direction of cross-sectoral convergence and increasing attention to the problem of formation of students’competences of self-education.

Organizational and Pedagogical Conditions of Providing Communication Readiness for Future Engineering Officers

The article considers the terms «conditions», «pedagogical conditions», «organizational and pedagogical conditions» and their interpretation by scientists in modern pedagogical education. The purpose of the article is to determine the organizational and pedagogical conditions of providing the communication readiness of future engineering officers to professional activity. It’s been highlighted the organizational and pedagogical conditions that provide for the formation of communication readiness for foreign language activity of future officers of the engineering troops. Namely: the formation of positive motivation for mastering the components of communicative competence and values in their own self-realization; the use of innovative methods and forms, information and communication technologies in the training of the engineering officers for foreign language communication; the organization of individual work of the future officers of engineering troops with the use of information and communication technologies. In the justification of the first condition, motivational resources that help military personnel to study English are emphasized. They include: knowledge of vocational-oriented terminology; the ability to communicate with partners from different national forces, familiarity of relevant structures and features of international documentation in the context of international cooperation; fluency in English that will allow military personnel communicate with the local population in the framework of peacekeeping operations, in which Ukraine is actively involved; an opportunity to increase the level of knowledge of a foreign language for servicemen who have successfully passed the tests at language (professional) courses abroad. Forms and methods of creation of positive motivation are defined. To administer the second organizational and pedagogical condition, the main English study programs for the future officers are determined: Lаnguаgе іn Usе 24/7, QDіctіоnаry, FVоrds, ЕZ Mеmо Bооstеr, Еxеrcіsеr. The bases for the third pedagogical condition were identified from the analysis of scientific and methodological literature. They are the aspects of the problems of individual work of cadets. Individual work means to take the responsibility for deep and strong mastering of basic knowledge, formation of skills from the studied subject which promotes the education of cognitive independence and individual activity; determines the degree of mastery of special methods of educational work by the students; is the basis for the formation of the need to constantly update their knowledge, readiness for self-education; is a means of forming the independence of educational cognitive activity. Much attention is paid to teaching methods. The study used data from psychological and pedagogical sources and from scientific research. The comparative method of analysis is applied.

ІС-ӘРЕКЕТТІ ЗЕРТТЕУ: МЕКТЕП БІТІРУШІЛЕРДІ ҚОРЫТЫНДЫ АТТЕСТАТТАУҒА ДАЙЫНДАУ ҮРДІСІНДЕ ЕМТИХАН НӘТИЖЕЛЕРІНІҢ ТАБЫСТЫ БОЛУЫНА ӘСЕР ЕТУШІ НЕГІЗГІ ФАКТОРЛАРДЫ АЙҚЫНДАУ


 
 
 
 When preparing graduates for final certification, special attention should be paid to determining the key factors affecting the exam results in external summative assessment. The purpose of the study is to highlight the main factors, such as the individual quality of students and the level of independent work skills that affect the successful outcome of the exams. Methodology: а questionnaire survey was carried out and a correlation analysis of the results was presented. The mathematical statistics methods in Excel application were used for processing the survey data. Research methods: data collection, statistical mathematical data processing, analysis of the results, and interviewsThe results of the study: In the process of preparing the final certification of graduates, the success of the exam results is closely related to the level of students' independent work skills. and self-education. In turn, the readiness for self-education cannot be carried out without independent work, the attitude to which was determined as a result of the conducted research. Outcome of the study: Successful completion of school exams is closely related to the ability to work independently. Therefore, to increase the academic knowledge of students, it is necessary to focus on the ability of students to work independently in the learning process and to develop effective teaching methods for self-improvement.
 
 
 

FORMATION OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE OF STUDENTS-MATHEMATICIANS

The analysis of approaches to the solution of the problem of formation of psychological and pedagogical component of a professional competence of students- mathematicians studying in a higher educational institution is presented in the article. The relevance of a research in connection with the increasing requirements to the level and quality of training of future specialists is noted. It is noted that the specified problem requires a high level of ability of students to realize their intellectual opportunities, applying at the same time all the creative resources of continuous increase of the level of professional knowledge. Therefore, contents and technique of teaching subject matters should reflect requirements of employers imposed to students, future graduates of higher school in conditions of social and economic conversions in the country, their high competitiveness, mobility, readiness for self-education and self-realization. It is noted that this contributes to the teaching of the integrated course Psychology and Pedagogics.The analysis of the researches devoted to studying of an entity of the concept psychological and pedagogical competence of students, its criteria is presented in the article. The specificity of its formation in specially created pedagogical conditions is noted. The organizational model of forms, methods and means of formation of psychological and pedagogical competence of students-mathematicians applied in the integrated course Psychology and Pedagogics taking into account both classroom, and out-of-class activity is offered to consider.The article presents the results of a study of the level of formation of the criteria of psychological and pedagogical competence of students-mathematicians: readiness to solve professional problems, readiness for self-education and self-realization, emotional-volitional readiness, readiness for creative self-realization, they revealed mainly the presence of low and medium levels formation. The article notes the effectiveness of the study.

Роль аутодидактических процессов в художественно-творческом саморазвитии студентов-музыкантов

The Central task of modern professional education is the formation of students’ readiness for self-education, self-development. Autodidactic processes are of direct relevance to the solution of this problem, which, acting as the basis for independent educational and cognitive activity, help students overcome the difficulties of self-development, contribute to the activation of creative potential (“self” processes), and allow them to become the subject of their own development. The article reveals the nature of musical art, which opens up opportunities for the development of semantic aspects of reality from the standpoint of creativity and continuous self-development; highlights the structure of artistic and creative self-development, which includes three levels – professional and value self-determination; artistic and creative self-perfection; artistic and creative self-actualization; the basic strategy of artistic and creative self-development of students-musicians, which is a harmonious combination of adaptive (conformal) and non-adaptive (creative) types of activity with a gradual predominance of creative activity. Special attention is paid to the components of artistic and creative self-development, which, representing the facets of one process, complement and enrich each other.

Motivation of training of modern student youth

The article presents the results of the research of the dominant motives of studying modern students, the correlation of internal and external motivation of their educational activities, the place of knowledge and development among terminal values and education among the instrumental values of students, expressiveness of need in knowledge and the formation of their motivation component of their readiness for self-education activities. To research the motivation of studying modern students were used such techniques: technique for diagnostics the motives of learning (in the modification of A. Rean, V. Yakunin), the technique of diagnostic the internal motivation of the learning by T. Dubovytska, technique “Valuable orientations” by M. Rokich, technique “SAMOAL”, the authorʼs questionnaire “I am learning a profession”. In the process of analysis of the results, methods of descriptive statistics were used: the definition of mean value and frequency analysis. An empirical study was conducted during the 2017-2018 years. Respondets were students of I-IV courses and masterʼs degree of National University of Life and Environmental Sciences of Ukraine (specialties: social work, psychology, agroengineering, forestry, constraction and civil engineering, economic cybernetics), Ternopil Volodymyr Hnatiuk National Pedagogical University (specialty: psychology), National Pedagogical Dragomanov University (specialty: psychology), Yuriy Fedkovych Chernivtsi National University (specialty: publishing and edition), a total of 321 persons.
 It is substantiated that the most students motivate their educational activity with the desire to become a highly skilled specialist, to ensure the success of future professional activities, to acquire deep and solid knowledge, to obtain intellectual satisfaction and receive a diploma. The dominance of internal incentives to study in students before external ones is indicated. There is described the attitude of respondents to knowledge, development, education as an average by value in term of the goals that should be sought, and ways of acting in any situation. The average level of expression of the need to know of respondents is highlighted. The high motivational component of studentʼs readiness for self-education is substantiated: the dominance of a positive attitude towards the chosen profession, an understanding of its requirements and its abilities, an awareness of the importance of improvement in activity, cognitive interest, the presence of a responsibility, the ability to set goals and make efforts for its achievement, to plan its activities. The prospects for organizing the educational process in universities are outlined, taking into account the identified peculiarities of the motivation of learning modern students: creating an atmosphere that support the internal motivation of learning, helping to obtain intellectual satisfaction from the learning process and stimulating to constant self-development in the chosen profession.

Interactive Learning as Means of Formation of Future Teachers’ Readiness for Self-education

The problem under study is relevant due to an increased role of future teachers’ self-education as a factor of his competitiveness and effective self-realization in the conditions of global paradigm of lifelong education and the necessity of designing educational technologies for formation of future teachers’ readiness during his study at the university. The aim of the article is to study the effectiveness of interactive learning technologies in the practice of training future teachers as a means of forming their readiness for professional self-education. Main approaches to the study of this problem are the system and the activity approach, implemented in the process of formation of readiness of the future teachers for professional self-education at a modern university. Analysis of the results presented in this paper suggests that the use of the system application and methodically based combination of a variety of interactive learning technologies in the training of future teachers has a positive impact on the formation of all the components of readiness of future teachers for professional self-education (motivational, value, cognitive, activity, reflexive). The article may be useful for university teachers implementing training of future teachers.