Methodological Ways to Optimize Student’s Personality Development in Professional Self-Improvement in the System of Primary School Teachers Training
Based on the materials of pedagogical disciplines taught at the university, the article reveals the author's experience in implementing a methodical optimization model of students' personality development in professional self-improvement. It shows that the most important goal and means in the pedagogical process is the dominant of personality self-improvement, which includes the orientation for self-education, self-upbringing, self-assertion, self-determination, self-regulation and self-actualization in the continuing education system. The effectiveness of problem-solving in a teacher's professional activity is associated with the theory of needs, which determines the objectives and content of a teacher's work in the context of student-centered pedagogy. The authors characterize the formation of need for professional self-improvement of primary school teachers as the process of development and securing in students the deep inner yearning for constant and steady growth of their pedagogical culture. The issue about the importance of purposeful, gradual study in the sphere of professional-pedagogical self-improvement in social and personal aspects has been investigated. The role of the competent, scientific pedagogical management of this process at the university has been highlighted. The contradictions and driving forces of personal and professional development of future primary school teachers have been revealed. The methodical ways to optimize the development of a student's personality in professional self-improvement in the system of primary school teachers' training have been characterized.