To the problem of professional development of future teacher

Abstract

The article outlines the general ways of optimizing the system of professional development of a self-developed teacher, summarizing the main theoretical positions regarding the essence of competent professional education, its structural organization, system-quality parameters of quality: a) overcoming the priority of the information-reproductive system of postgraduate education, methods and technologies for its implementation, orientation towards averaged, typical level of professional activity of a teacher; b) ensuring the subject’s position of the teacher in the process of professional development, programming methodology for increasing professional competence, focusing on their own development potential, the personal orientation of educational activity, implemented on the individual trajectory; c) facilitating the transition from external management to self-management, activating processes of self-diagnosis, self-analysis, self-programming.
The problem of professional development is the subject of active research in the world of educational space, while taking into account the following terms: teacher development, professional development, professional self-development, continuing education, education throughout life, and others.
It was important to define how the problems of continuity of professional education and professional, personal self-development in its context are realized at different levels of the formation of the system of teaching activity and in specific forms of the educational process at the transition to the technology of competence education. The transition period to the new educational standards is rather complicated, because it is about changing the formula of educational activity, the relationship of participants in the pedagogical process, orientation to other educational, life values.