САМООЦІНКОВИЙ АСПЕКТ РОЗВИТКУ СХИЛЬНОСТІ ДО ПЕДАГОГІЧНОЇ ДІЯЛЬНОСТІ У ШКІЛЬНОЇ МОЛОДІ

The article deals with the actual problem of professional self-determination at school age. Teacher’s profession is complicated and multifaceted, so its essential features are not always adequately recognized by the pupils. It may affect their preparation for choosing of the profession. In the article there is considered the structure of professional predisposition as a powerful motivating factor of personal activity, which is based on the attractiveness of not only the result of one’s own efforts, but also the process of their implementation. It considers taking into account one’s own features and capabilities to achieve complex goals in different pedagogical situations. That is why pupils self-esteem is the key to successful development of the teacher’s profession and its realization in the future. The article provides an overview of the results of empirical research of predisposition to teaching activity and its structural components: interest to the profession, the practical experience in this area and the necessary skills of teens and high school students with varying self-esteem. There are distinguished specific characteristics of pedagogical predisposition of pupils of different ages and their relationship with the ability to evaluate their own behavior with internal criteria that are the basis of self-regulation in professional activity. There are considered the main ways of development of components of teaching predisposition of pupils with various manifestations of self-esteem in teaching and educational process, which could provide conditions for their understanding and practical realization and optimize the process of professional self-determination of yout