PROFESSIONAL SELF-DEVELOPMENT OF TEACHERS PROFESSIONAL DISCIPLINES OF AGRICULTURAL PROFILE

Abstract

Summary. Modern agricultural education requires a new type of teachers, capable of combining deep professional training with a high level of pedagogical skills and readiness for continuous professional self-development. Dynamic changes in agricultural production and the introduction of innovative technologies necessitate a theoretical substantiation of the essence and structure of professional self-development of teachers of agricultural disciplines..

The purpose of the article is to substantiate the theoretical foundations of professional self-development of teachers of agricultural disciplines, to determine its structure, stages, functions, psychological mechanisms, and criteria for assessing readiness for professional self-improvement.

Methods. Pedagogical observation, conversations, interviews, questionnaires.

Results. The article reveals the essence of professional self-development as a continuous, internally motivated process of improving the professional and personal qualities of a teacher. The stages of professional development of the individual and the stages of professional formation of a teacher are characterized. The main functions of professional self-development in the system of agricultural education are established. The psychological mechanisms of the teacher's personal development and the structure of his professional and pedagogical competence are highlighted. The criteria for assessing readiness for professional self-development and the corresponding levels of its formation are substantiated.

Originality. The functions of professional self-development in the context of integration of education, science and agricultural production are clarified. The criteria and levels of readiness of teachers for professional self-improvement are specified.

Conclusion. Professional self-development of teachers of agricultural disciplines is a holistic process of personal and professional growth. The effectiveness of this process depends on the development of professional and pedagogical competence, the formation of professional identity, motivation for self-improvement, and the ability to reflect.