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...
Enregistré dans:
| Auteur principal: | |
|---|---|
| Format: | article |
| Langue: | EN RU |
| Publié: |
Science and Innovation Center Publishing House
2014
|
| Sujets: | |
| Accès en ligne: | https://doaj.org/article/f5b79f34ebdd4da5a056c4b5ca88be48 |
| Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
| Résumé: | <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> |
|---|