Формування потреби професійно-педагогічного самовдосконалення майбутніх учителів

Abstract

Викладено дані теоретичного аналізу проблеми професійно-педагогічного самовдосконалення майбутніх учителів, необхідність формування якого обумовлена інтенсивною модернізацією системи освіти. Проведено аналіз наукових джерел із означеної проблеми. Представлено розуміння потреби професійно-педагогічного самовдосконалення майбутнього вчителя як сукупності спонукань і умов, які детермінують, спрямовують і регулюють процес професійного самовдосконалення здобувача освіти, що дозволяє підвищити його конкурентоспроможність. Охарактеризовано процес формування потреби професійного самовдосконалення майбутніх учителів.

The article presents the data of theoretical analysis of the problem of professional and pedagogical self-improvement of future teachers, the need for the formation of which is due to the intensive modernization of the education system. The analysis of scientific sources on the specified problem is carried out. The process of forming the need for professional self-improvement of future teachers is described. The purpose of the article is to reveal the essence and significance of professional and pedagogical self-improvement of future teachers. To achieve this goal and solve certain problems, a set of theoretical methods was used: analysis, synthesis, generalization, comparison, comparison of different views on the research problem. Formation of the need for professional and pedagogical self-improvement of future teachers according to the results of analysis of psychological and pedagogical scientific literature is a process in which a one-level system of motivations is transformed into an autonomous need for self-improvement, and individual attempts at self-development and self-improvement become a continuous process. The formation of the need for professional and pedagogical self-improvement of future teachers as a priority in the system of needs of future teachers should begin in higher education institution at the beginning of becoming a specialist that motivates him to study, help design future careers, expand the boundaries of his employment, be more successful at the initial stage of professional activity. The current need for professional and pedagogical self-improvement of future teachers while studying in higher education institution will allow at a qualitatively new level to solve their professional or other subjects of the educational process, provide greater freedom of choice and action in solving them and will be a guarantee of their effectiveness professional activity. We see the prospects for further scientific research in the development and implementation in practice of ways to form the need for professional and pedagogical selfimprovement of future teachers.