Обґрунтування змістово-процесуальної складової моделі професійного саморозвитку майбутнього вчителя початкової школи

Abstract

У статті розглядаються особливості проектування моделі професійного саморозвитку майбутнього вчителя початкової школи; розглянуто сутність, мету та складові професійного саморозвитку; представлено

змістові блоки моделі; запропонована модель дозволяє здійснювати практичну перевірку властивостей органі- зованої професійно-динамічної системи саморозвитку вчителя з опорою на представлені та обґрунтовані кон- цептуальні основи у формі змістово-процесуальної моделі професійного саморозвитку майбутнього вчителя

початкової школи.The demand for continuous personal and professional development is one of the most important for the job of a teacher. It is the teacher who introduces the latest achievements of culture, science and technology, the uppermost ideals and standards to children, their parents and society. Solving this problem is impossible without teacher’s professional self-development. The

peculiarities of designing the model of professional self-development of future primary school teachers are discussed; the es- sence, objectives and components of the professional self-development are examined; the contents of the model blocks are

represented in the article. The developed model of future primary school teacher’s professional self-development under condi- tions of a higher educational institution includes purposeful, organizational and content-related, functional, reflexive and resul- tative components. The proposed model allows to perform examination of the properties of the organized professional and

dynamic system of teacher’s self-development based on the represented conceptual framework in the form of content-related and procedural model of future primary school teachers’ professional self-development. In order to represent the peculiarities

of designing the model of future primary school teachers’ professional self-development, the components of professional self- development are substantiated and content-related blocks of the model are presented. When designing and developing the

model of professional self-development of future teachers we proceed from the scientific basis of modelling of educational process as a special form of scientific research based on analogues of investigated objects (visual and figurative, didactic

models) that allows to realize the examination of properties of the organized professional and dynamic system for self- development of a teacher relying on the reasoned conceptual aspects. The presented model of the dynamic system for profes- sional self-development of future primary school teachers operates successfully under conditions of totality, cooperation,

complementarity and interpenetration of all selected influence factors in the model and under internal conditions, psychologi- cal mechanisms, pedagogical and psychological preconditions which are filled with unity of purpose, content, forms, methods

and means, technology of psychological and pedagogical support, monitoring technologies, professional reflection and regula- tion for providing continuous personal and professional self-development of a primary school teacher.