Методологічні підходи до вивчення проблеми професійного саморозвитку майбутнього фахівця

Abstract

The scientific and methodological system of prospective teachers’ training to continuous professional self-development is substantiated and developed, which is based on the conceptions of acmeological, axiological, anthropocentrical, activities, competence. The system takes into account the structure of readiness of prospective teachers for professional self-development and trends of modern education. «The readiness of prospective teacher for continuous professional self-development» is considered as the student’s ability to purposeful reflexive activities, which is associated with design and implementation of quality changes in personality’s identity and practical realization of subjective experience in the field of professional self-determination and self-realization on the basis of conscious self-regulation of own educational and professional activities.