PECULIARITIES OF DEVELOPMENT OF STRUCTURAL COMPONENTS OF PROFESSIONAL-PEDAGOGICAL SELF-AWARENESS OF FUTURE SPECIALISTS BY ACTIVE METHODS OF GROUP WORK

Abstract

The article emphasizes the role of professional self-awareness in the personal and professional growth of future specialists, in particular teachers. It is emphasized that one of the most effective methods of forming the studied phenomenon is mainly the methods of active social and psychological training aimed at the direct development of all structural components of professional self-awareness of future representatives of the pedagogical community. The degree of effectiveness of the author’s program for the development of the professional and pedagogical “I”-substructure of students is determined. To reflect the changes in the development of central education, the results of a formative experiment to improve the quantitative and qualitative characteristics of future teachers’ professional self-awareness are presented. It has been established that, in contrast to the control group, numerous significant changes recorded after the formative experiment in the cognitive, affective and behavioral spheres of the professional identity of future teachers of the experimental group indicate a significant increase in its overall level. All above indicates the effectiveness of the implementation of the developed training program, which contributed to the expansion of the ideas of future representatives of the pedagogical community about the chosen profession, its specifics, deepening the knowledge of higher education students about themselves, their “I”-image as a person and a professional, developing in future specialists the skills of adequate assessment of their own capabilities, potential and the degree of their compliance with the requirements of professional activity, positive attitude to themselves, development of their internal self-control, self-regulation, and self-esteem.