THEORETICAL RESEARCH OF THE CONCEPT «TEACHER'S SELF SKILLS»

Abstract

The article analyzes such concepts as «hard skills», «soft skills», and «self skills» of the individual.

It is noted that self-skills are the inner core of all competencies based on it. Self skills are the ability to engage in the self-construction of a person and a professional. This is the competence of their potential and development and the creative construction of their own lives. The leading self skills for a teacher are the ability to self-reflection and self-research; ability to set goals and plan their work; ability to set priorities; ability to control their emotions and desires; openmindedness, adaptability, ability to constant change; the ability to inspire their students to learn.

The aim of the article is a theoretical study of the content of the concept «self skills», selfcompetence in the context of teachers' professional activities.

Research methodology: definition of the conceptual and categorical apparatus of research; analysis and systematization of scientific publications and pedagogical experience, interpretation, and generalization of results.

The scientific novelty is to clarify the essence of the concept «self skills» and determine the importance of these skills for professional development in the pedagogical field.

Conclusions. Preparing the younger generation requires teachers to combine skills that used to be considered traits of a good teacher with new ones needed to help improve students' lives in the 21st century. The concept of New Ukrainian School envisages a change in the attitude to the teachers' activity by motivating them to creativity and self-improvement through personal and professional freedom. The professional standard «Teacher of secondary education», based on the labor functions of the teacher, also offers to revise the attitude to the professional qualities of the teacher and change stereotypes of his professional competence.

Theoretical analysis of scientific and pedagogical sources allowed us to conclude that the problem of forming self-skills of future teachers is vital. This problem has not been investigated enough to solve all the issues, and it needs further development. From the above, it is clear that essential indicators of the ability and willingness of the individual to act and change are the skills of self-improvement, self-management, and adaptation.