READINESS FOR SELF-EDUCATIONAL ACTIVITIES OF FUTURE PRIMARY TEACHERS: EMPIRICAL RESEARCH

Abstract

The article focuses on the problem of readiness for self-educational activities of future primary school teachers. It is noted that self-education is a component of professional training and is understood within it as a process that provides continuity to improve the educational level and expand the information field of professionals, improve the quality and raise their competence and professionalism general and pedagogical culture, serves to form a worldview, because the student is the subject of management of their own educational activities during professional training.
To determine the attitude of future teachers to the process of self-education and their assessment of the importance of self-education competence in future professional activities, students were asked to answer the questionnaire to identify the level of self-education competence. The results of a statement experiment are presented, which indicate that students are capable of self-education and self-development, but the system of professional training does not sufficiently contribute to the formation of self-educational competence, which is key to continuing education of future teachers. Therefore, it is important to carry out purposeful training for self-education of future primary school teachers, taking into account the best pedagogical experience.
The working program of the special course "Self-education in Higher School" is developed, which is oriented for students of the specialty 013 "Primary Education" of the second (Master's) level. The purpose of the course is to prepare for self-education; directing the activities of future primary school teachers to self-development and self-improvement of professional competencies through self-education. It is noted that one of the key tasks of the special course will be the formation of self-educational competence of future primary school teachers.