PROFESSIONAL ORIENTATION AS A FACTOR IN THE FORMATION OF SELF-EDUCATION COMPETENCE OF FUTURE TEACHERS

Abstract

In the modern world, self-education competence has become the most valuable tool for achieving success and personal development. The professional orientation of future teachers plays a crucial role in developing their self-education competence. It ensures motivation for independent work, helps navigate the informational space, promotes effective use of resources for personal professional development, and fosters the development of critical thinking and a creative approach. Therefore, understanding the concept of teachers’ self-education competence and investigating the relationship between professional orientation and self-education competence is vital for improving the system. Based on a theoretical analysis of psychological and pedagogical research and observations of the educational activities of students in higher pedagogical education institutions, the author provides an interpretation of the concept of “teacher’s professional orientation.” It is understood as an integrative personality trait that mediates the transformation of a higher education student from a subject of educational and professional activity into a subject of professional activity. It is also seen as an individual’s predisposition to this type of activity, shaping their strategy for choosing a profession, career development, and achieving professional results. Several key components of a teacher’s professional orientation are identified, including:

– Interests and inclinations that stimulate the choice of a specific activity;

– Motives and needs, particularly the need for self-realization, professional recognition, and material achievements;

– Values and attitudes, which teachers perceive as essential for their profession, such as attention to student development, responsibility, fairness, and inclusivity;

– Professional identity and self-determination, which determine the degree of internal readiness of an individual for their chosen profession, a sense of belonging to the pedagogical community, and the teacher’s role in society;

– Attitude toward the profession, which includes a sense of responsibility for outcomes, satisfaction with the profession, and willingness to face its challenges;

– Role perceptions, or awareness of what is expected of them by students, parents, and administrators, and how they perceive their responsibility for students’ development. The article highlights the relationship between the professional orientation of future teachers and the formation of their self-education competence.