PROFESSIONAL SELF-PERFECTION AND SELF-EDUCATION OF FUTURE TEACHERS OF ZVO AS A SCIENTIFIC PROBLEM

Abstract

The article reveals the issues of professional self-improvement and self-education of future freelance teachers in scientific research. It is noted that the process of self-improvement of the individual consists of a number of stages that cover a whole system of interconnected methods, among which we consider the most effective methods of self-knowledge, self-stimulation, self-programming, self-influence. Modern research shows that today knowledge ages for 3-5 years. Given this, the teacher faces the issue of lifelong learning. Thus, the paradigm of education is changing – from “lifelong learning” to “lifelong learning”. There is a need to be able to learn and relearn, constantly improve their professional qualities, namely: possession of a system of fundamental knowledge; ability to self-determination; developed theoretical thinking; high level of professional culture; ability to integrate thinking and cultural dialogue; mastery of methods of scientific knowledge; ability to design cognitive, informational, creative, research models and problem situations. It was found that self-improvement of professionalism of pedagogical activity is carried out by means of objective selfassessment and self-analysis, self-control in the process of pedagogical communication. Considering the professionalism of knowledge as a measure of mastering a holistic system of professional knowledge, psychological and pedagogical, methodological, general and reflective, we can say that the lack of at least one list of knowledge leads to unformed professionalism of knowledge, which in turn leads to unprofessionalism. activities in general. Thus, the development of professionalism of the future teacher of higher education occurs in the process of professional activity and depends on many factors that ensure the effectiveness of this development.