PECULIARITIES OF ORGANIZING SELF-WORK OF FUTURE PRESCHOOL EDUCATORS

Abstract

Self-work of students in higher pedagogical education constitutes an important structural component of the holistic system of professional training. Therefore, the study of the content, forms, and methods of its organization is a relevant issue.The purpose of the article is to identify the features of organizing self-work work of students majoring in Preschool Education at the Municipal Institution of Higher Education “Lutsk Pedagogical College” of the Volyn Regional Council.To achieve this goal, the following tasks were addressed: to clarify the content of self-work of students – future preschool teachers; to define the basic principles of organizing self-work of students majoring in Preschool Education; to analyze specific practical tasks for self-work of future preschool teachers. The research methods include analysis, synthesis, and generalization.The article specifies the essence of the concept of self-work of future preschool teachers as a crucial component of professional training, which is based on the individual’s ability for motivated and autonomous search of professional information, its comprehension, and the development of practical skills for applying it in pedagogical activity; as a means of individualizing learning and fostering the creative potential of future educators.The organization of self-work of future preschool teachers is considered as a complex and purposeful process of developing professional competence as the ability to independently and purposefully search for professional information, analyze it, and creatively apply it in pedagogical practice. The specific features of organizing self-work of students majoring in Preschool Education involve the necessity of adhering to the defined and analyzed principles of its organization.The principles of organizing self-work of future preschool teachers include: purposefulness and effectiveness, systematization and gradualness, problem-based and research orientation, practical and contextual orientation, individualization and differentiation (feasibility of tasks), reflexivity and metacognition, feedback and formative assessment, academic integrity and ethics, balance of individual and collective work.Further research is required to develop and substantiate the pedagogical conditions for enhancing independent work of students majoring in Preschool Education within higher education institutions.