Forms of teachers’ self-education for formation of students’ key competencies

- Левченко, Фессалоніка Григорівна (orcid.org/0000-0003-4295-2934) (2020) Forms of teachers’ self-education for formation of students’ key competencies Педагогічні інновації: ідеї, реалії, перспективи, 2 (25). pp. 66-73. ISSN 2413-4139

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Abstract

From the standpoint of the competence approach, which is actively implemented in general secondary education, the forms of teachers’ self-education that contribute to the formation of students’ key competencies are considered inthe article. The purpose of the study was to reveal the essence of teachers’ self-educational activities; to study of individual and group forms of this type of activity and to determine those that are effective in the formation of students’ key competencies.Whilst achieving this goal, it was found that an effective individual form of self-education is professional self-development, as constant self-determination, development of professional skills, self-design, creating a strategy for professional growth, self-organization and self-government. To introduce this form of self-education, attention was focused on three main components: cognitive, which means self-knowledge, interpersonal communication, stereotypes, stylistic features; semantic, which includesfeatures of teacher development in terms of competence-oriented learning, the content of professional activity, attitude to oneself as a person, as a professional, attitude to work and to the profession, determination of professional prospects, etc.; motivational, which consists of the actualization of motives under the influence of various conditions (situations) of professional activity (problem solving, decision making).Among the group forms of teachers’ self-education, network pedagogical communities were chosen. The inclusion of teachers in online communities for the purpose of self-educational activities contributes to: the organization of joint activities; creation of a single information space; exchange of experience, support and cooperation; dissemination of successful pedagogical practices; organization of formal and informal communication on professional topics; initiation of virtual interaction for further interaction outside the Internet; support for new educational initiatives for information storage in the form of texts, audio and video materials that contain educational content; uploading your own files and using all the available files in the community library; communication (forum, chat, comments); participation in contests, actions, projects, discussions; creation of own electronic pages (portfolio).

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