ПЕДАГОГІЧНА ТЕХНОЛОГІЯ ПІДГОТОВКИ МАЙБУТНІХ ВИКЛАДАЧІВ ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДІВ ДО ОСОБИСТІСНО-ПРОФЕСІЙНОГО САМОРОЗВИТКУ

In the article the pedagogical technology to prepare the future teachers in higher education to the personal-professional self-development is revealed. The essence of the concepts of «personal-professional self-development of the future teacher», «the preparedness of the future teacher to personal-professional self-development», the components of this preparedness (personal-qualitative (personality qualities: purposefulness, responsibility, independence, initiative, organization), cognitive-functional (knowledge about the means of effective self-development in the professional sphere, the ability to realize these means in the life), axiological-reflexive (the cognitive motifs, the goals of creative self-development, the desire to self-evaluation at certain stages)) are found out. The diagnosis of the future teacher's preparedness to the personal-professional self-development was conducted in accordance with a system of criteria that correspond to the identified components (personal; informational and procedural; motivational and productive). The experiment was organized on the basis of the magistracy of the Faculty of Romance-Germanic Philology of Odessa I. I. Mechnikov National University. In total, 105 students took part in the experiment. Pedagogical technology to prepare the future teachers in higher education to the personal-professional self-development involves the following stages: orientational, projecting, analytical. At the orientational stage, the goals of creative self-development were formed through familiarization with the experience of prominent academics, as well as the means that ensured the vital success of well-known personalities. The self-creative tasks were introduced at lessons on the disciplines of the psychological-pedagogical cycle. At the projecting stage, the future teachers developed their knowledge and ability to evaluate their own level of self-development, to design a program-minimum and a program-maximum. In order to implement this stage, the studio «Self-Development of a Modern Teacher» was organized. During the analytical stage, the achieved results, their compliance with the goals, the level of formation of components of preparedness for personal-professional self-development were evaluated