SELF-EDUCATIONAL ACTIVITY OF FUTURE TEACHER IN THE PROCESS OF PEDAGOGICAL PRACTICE
Keywords:
self-education, self-educational activity, self-educational competence, pedagogical practice, future teacherAbstract
The article analyzes various approaches to understanding the categories «self-education», «self-educational activity», «self-educational competence». The concept of self-educational competence of future technology teacher is defined as an integral multicomponent professionally significant quality of the individual, reflecting the ability and readiness of the future teacher to carry out effective creative continuous self-educational activities during training and in the process of professional activity. The components of self-educational competence that a future technology teacher should possess are revealed. The results of future technology teachers’ survey are presented, the recommendations for organizing their self-educational activities in the process of pedagogical practice are given.
The purpose of the article is to identify the state and disclosure of conditions for effective organization of self-educational activities of future technology teachers during their pedagogical practices.
Research methods: analysis of scientific publications and methodological sources on the research topic, students' survey and interpretation of its results, generalization.
Scientific novelty. The essence and components of self-educational competence of future technology teacher are determined. Based on empirical research, the state of self-educational activity of future technology teachers is revealed. Recommendations are made on the effective organization of self-educational activities of future teachers during their pedagogical practices.
Conclusions. The ability to self-education is one of the most important key competencies of a modern teacher, the formation and development of which should take place during training in the institutions of Higher Education. However, the results of the study showed a clear contradiction between the urgent need of future teachers for self-education and the lack of a clear mechanism for self-education, as well as either the lack or underdevelopment of personal qualities necessary for such activities. This contradiction can be resolved only by organizing clearly planned, specially organized educational work on all educational components, as well as rethinking and complementing the tasks of pedagogical practices.
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