МЕТОДИ ПЕДАГОГІЧНОГО СТИМУЛЮВАННЯ МАЙБУТНЬОГО ВЧИТЕЛЯ ДО САМООЦІНКИ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ

During the research, based on a thorough study of various definitions related to the concept of "pedagogical stimulation", we have formed up the following definition: pedagogical stimulation is the purposeful use of didactic tools in the process of self-affirmation and activation of the intellectual and moral potential of the agent of learning process, taking into account his personality characteristics. Among the methods of pedagogical stimulation of the future teacher to self-assessment in educational activity, we identified and characterized four key groups: the formation of cognitive interest and the development of a positive emotional attitude to self-assessment in educational activities; formation of the sense of duty and responsibility in teaching; to bolster the motivation influence in training group; to encourage students to overcome obstacles to learning. The students who have already experienced some difficulties in learning require the development of cognitive interest as well as of a positive emotional attitude towards the self-assessment in educational activities. Thus we consider the introduction of a comfortable moral and psychological atmosphere to be the essential condition for the method to be implemented. It is manifested in verbal encouragement when the students are performing their tasks and projects, in situations when a student has achieved positive results. The method of forming a sense of duty and responsibility in learning encourages students to be actively engaged in certain activities and at the same time it impedes their inappropriate actions. The content of the method is to focus on students’ individual rights as members of the team, future specialists, as well as on the moral assessment of their activities. The use of motivational influence of the educational group is a method of pedagogical stimulation, which integrates all other methods of stimulation and involves students in the development and presentation their socially and morally valuable requirements to each other, it encourages to setting and implementation of socially and personally significant perspectives and it influences the effectiveness of promotion and punishment . The incentive to overcome the barriers in learning is planned by the teacher and is based on the student's bias on priority, leadership, primacy, self-affirmation. Different forms of overcoming obstacles are implemented at higher educational establishments: competitions, festivals, projects, exhibitions, quizzes, etc. These kinds of competitions of contribute to the identification and development of interests, creative abilities of students, expansion of knowledge and outlook, activation of cognitive activity