Самоосвітня компетентність – невід’ємна складова професійної компетентності (діяльності) майбутнього вчителя математики

Abstract

(ua) У статті розглядається питання самоосвітньої компетентності майбутнього учителя. Сьогодні у зв’язку з освітньою парадигмою, що змінюється, і зміщенням акценту в навчальному процесі на самоосвітню діяльність невід’ємною складовою частиною професійної компетентності молодих фахівців є самоосвітня компетент-ність. У статті наведено структурні компоненти самоосвітньої компетентності, проаналізовано поняття «самоосвіта», «самоосвітня компетентність», «самоосвітня діяльність» і визначено умови щодо рівня ефек-тивності самоосвітньої діяльності майбутнього учителя.(en) The article considers the issue of self-education competence of a would-be teacher. Social-economic changes in Ukraine, the shift to person’s development, its individual qualities and cultural values determine the urgent need for crucial renovation of educational system, revision of conceptual framework of educational process in higher and secondary comprehensive schools. Particular relevance is attributed to the issue of reshaping the teacher training system. Current realities call for high level of theoretical training, as well as shaping pedagogue’s personality itself, his cultural potential, readiness to self-develop and self-educate. Modern education is impossible without determination, self-management, adequate self-esteem, personal responsibility of a trainee, without all the constituents of competence and independence. It is of particular importance for an individual to be a life-long learner, to be able to self-improve and grow intellectually, to manage personal knowledge, to be ready to change and adjust to new requirements of the job market, to operate and manage the information, to work actively, which all impacts social-economic growth of the society. All of the above is closely connected with the ability to study, which in its turn, forms the basis for the development of broad competence. Transition from self-teaching forms of education is essential in the process of establishing market economy, individual’s success in life. In the view of the problem outlined it is vitally important to train future teachers both as highly qualified and capable of operating in the environment of dynamic progress, namely in the society, science, technologies, to increase their pedagogical potential independently in the course of their self-education. It follows that the process of shaping self-education competence of would-be teachers acquires particular topicality. Nowadays, as a result of changing educational paradigm and the shift of emphasis in studying process towards selfeducation activity, self-education competence is becoming an indispensable component of young specialists’ competence. We put special emphasis on the idea, that the quality of the key competences is pre-determined by the level of self-education competence development, which should be viewed as a social competitiveness factor of a graduate, as it enables higher education acquisition, mastering a profession, reaching the required level of qualification, and if necessary, readiness to change specialization. The notions of “self-education”, “self-educational competence”, “self-educational activity” have been analyzed, the structural components of self-education competence have been outlined, and the terms for efficiency level of self-education activity of a would-be teacher have been determined.