READINESS OF A FUTURE TEACHER FOR SELF-EDUCATION
<p><strong>Purpose.</strong> Тhe aim of this paper is to study the nature of teachers’ readiness to self-education as a component of self-improvement.</p><p><strong>Methodology. </strong>This paper examines the current state of scientific and theoretical stu...
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| Formato: | article |
| Lenguaje: | EN RU |
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Science and Innovation Center Publishing House
2014
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| Acceso en línea: | https://doaj.org/article/f5b79f34ebdd4da5a056c4b5ca88be48 |
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| Sumario: | <p><strong>Purpose.</strong> Тhe aim of this paper is to study the nature of teachers’ readiness to self-education as a component of self-improvement.</p><p><strong>Methodology. </strong>This paper examines the current state of scientific and theoretical study of the problem of the future teacher’s readiness for self-education.</p><p><strong>Results. </strong>The analysis of scientific and theoretical foundation of the problem of teacher’s readiness for self-education has been made. The essence of future teacher’s readiness for self-education as a component of self-improvement has been studied. It has been determined that readiness is a compound, dynamic formation of future teacher’s personality and it is the result of his training on the basis of theoretical knowledge about the nature, structure and content of self-education and practical skills and personal qualities. Motivational, cognitive, operational, active, personal, analytical and reflective components are the components of future teacher’s readiness for self-education as a part of self-improvement.</p><strong>Practical implications. </strong>Higher еducation, lifelong learning<strong>.</strong> |
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