Methodical support of self-educational training of the teacher for formation of students’ key competencies in the institutions of general secondary education

- Левченко, Фессалоніка Григорівна (orcid.org/0000-0003-4295-2934) (2021) Methodical support of self-educational training of the teacher for formation of students’ key competencies in the institutions of general secondary education Педагогічний альманах (49). pp. 153-159. ISSN 2616-5597

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Abstract

The article is devoted to the definition and substantiation of methodological recommendations for the implementation of self-education of teachers for the formation of students’ key competencies in the institutions of general secondary education. The article presents the results of a study on the readiness of teachers to form students’ key competencies, which consisted in finding difficulties in carrying out this activity and finding data on the current state of this readiness, in particular, a small number of teachers (26%) are ready to form key competencies. To solve the problem, self-educational training was chosen as an effective way to increase the professional competence of the teacher. Such developed methodical recommendations promoting qualitative realization of self-educational preparation as to develop individual style; to study literature; to engage in self-knowledge; to analyze the educational process; to carry out self-educational activities, etc. are presented. It is emphasized that the implementation of the developed methodologicalrecommendations in the self-educational practice of teachers can be effectively carried out by using scientific and methodological support, which is represented by a set of forms and methods (exercises for self-preparation, trainings, creative individual and group tasks, workshops, seminars, etc.), which help to increase the level of professional training of teachers. The most productive forms of self-educational training, professional self-development among individual, network pedagogical communities among group ones are defined. It is concluded that certain recommendations and forms of self-education contribute to the activation of cognitive, emotional and semantic activities of teachers, and they are the main driving force of personal and professional development, manifested in the formation of their own style of professional activity, self-improvement and professional development.

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