Teacher Self-Education in a Pedagogical Context: Posthistory
Keywords:Modernization of education, self-development of personality, improving the quality and effectiveness of the educational process, self-improvement of the teacher, professional development
The importance of the topic of the article lies in the fact that in our time there is a need for innovation of the educational process, the use of innovations in teacher self-training is therefore important teacher self-education in a pedagogical context. The purpose of the article is the need to explore and substantiate the importance of teacher self-education in a pedagogical post-historical context. The article provides a theoretical foundation of the concepts of self-education and self-development of the teacher in the pedagogical context the conditions of the effectiveness of self-education of teachers in the current system of education are highlighted; the structure of readiness for self-education of teachers in a postmodern society, as the present period of modernization of education, undergoing reforms of different parties, makes higher demands on the professional competence of teachers is presented. Today it will be obvious that society needs a constantly learning mobile teacher and his improvement of personal and professional qualities. It is important to note that the training of a teacher who meets the requirements of today's professional activity is continuous, not continuous only during basic training, but also during continuing education courses and self-study, because the knowledge and skills acquired at university are no longer sufficient to solve new school problems.
Chapman, О. (2008). Self-Study in Mathematics Teacher Education. University of Calgary. https://www.unige.ch/math/EnsMath/Rome2008/WG2/Papers/CHAPMAN.pdf
Demchenko, Yu. (2019). Samoosvitnya kompetentnistʹ – nevid'yemna skladova chastyna [Self-educational competence is an integral part]. Aktualʹni pytannya humanitarnykh nauk [Topical Issues of the Humanities], 23(1), 154-159. http://www.aphn-journal.in.ua/archive/23_2019/part_1/31.pdf
Garvis, S. A. (2012). Self-study in Teacher Education: Learning to Teach in Higher Education After Teaching the Arts to Young Children. US-China Education Review, B3, 298-304. https://files.eric.ed.gov/fulltext/ED532898.pdf
George, I. V. (2016). Formirovaniye professional'nykh kompetentsiy studentov obrazovatel'nykh organizatsiy vysshego obrazovaniya na osnove organizatsii samostoyatel'noy raboty [The formation of professional competencies of students of educational organizations of higher education on the basis of the organization of independent work]. Tyumen Industrial University. https://www.tyuiu.ru/wp-content/uploads/2016/02/Monografiya.-Formirovanie-professionalnyh-kompetentsij-studentov-obrazovatelnyh-organizatsij-vysshego-obrazovaniya-na-osnove-organizatsii-samostoyatelnoj-raboty.pdf
Gibbons, М. (2002). The Self-Directed Learning Handbook Challenging Adolescent Students to Excel. Jossey-Bass. http://staffnew.uny.ac.id/upload/132326892/pendidikan/maurice-gibbons-self-directed-learning-handbook-challenging-adolescent-students-excel-jossey-bass-20.pdf
Hanzha, N. V. (2005). Motyvy samoosvity suchasnoho pedahoha-doshkilʹnyka [Motives for self-education of a today's preschool teacher]. https://virtkafedra.ucoz.ua/el_gurnal/pages/vyp5/ganga.pdf
Hiemstra, R. (1994). Self-directed learning. In T. Husen & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education (second edition). Oxford: Pergamon Press. Reprinted here by permission. https://ccnmtl.columbia.edu/projects/pl3p/Self-Directed%20Learning.pdf
Kuzhelnyi, A. (2012). Osoblyvosti orhanizatsiyi samostiynoyi roboty maybutnikh vchyteliv tekhnolohiy [Features of the organization of independent work of future teachers of technology]. Problems of modern teacher training, 6(1), 50-55. http://library.udpu.org.ua/library_files/probl_sych_vchutela/2012/6_1/visnuk_7.pdf
Moradi, Н. (2018). Self-directed Learning in Language Teaching -learning Processes. Modern Journal of Language Teaching Methods, 8(6), 59-64. http://dx.doi.org/10.26655/mjltm.2018.6.3
Samaras, А. (2006). Self-Study of Teaching Practices. College of Education and Human Development, Fall 2006, 12-14. Peter Lang. http://mason.gmu.edu/~asamaras/docs/CEHD_mag_Bookmarks.pdf
Savko, T.P., Dudash, A.M. (2020). Kreatyvna svoboda, samorozvytok ta aktyvizatsiya diyalʹnosti vchytelya muzychnoho mystetstva [ Creative freedom, self-development and activation of music art teacher]. International Scientific Journal "Education and Science", 2(29), 110-112. https://msu.edu.ua/educationandscience/wp-content/uploads/2020/12/%D0%9E%D1%81%D0%B2%D1%96%D1%82%D0%B0-%D1%96-%D0%BD%D0%B0%D1%83%D0%BA%D0%B0-229-2020-110-112.pdf
Thornton, K. (2010). Supporting Self-Directed Learning: A Framework for Teachers. Language Education in Asia, 1(1), 158-170. http://dx.doi.org/10.5746/LEiA/10/V1/A14/Thornton https://leia.org/LEiA/LEiA%20VOLUMES/Download/LEiA_V1_2010/LEiA_V1_14_Thornton_Supporting_Self_Directed_Learning_A_Framework_for_Teachers.pdf
Towle, А., & Cottrell, D. (1996). Self directed learning. Archives of Disease in Childhood, 74, 357-359. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1511490/pdf/archdisch00614-0087.pdf
Trukhin, A.V. (2018). Stanovleniye i razvitiye problemy samoobrazovaniya v istoricheskom aspekte [Formation and development of the problem of self-education in the historical aspect]. Electronic scientific journal "Science and prospects", 4. http://nip.esrae.ru/pdf/2018/4/205.pdf
Vakula, A.A, Plotnikova, E.G. (2013). Model' formirovaniya gotovnosti k samoobrazovaniyu kursantov v voyennom vuze [Model of formation of readiness to self-education of cadets in a military university]. https://www.hse.ru/data/2013/11/14/1335459961/%D0%A1%D1%82%D0%B0%D1%82%D1%8C%D1%8F%20%D0%B2%20%D0%B6%D1%83%D1%80%D0%BD%D0%B0%D0%BB%D0%B5%20%D0%A4%D0%98,%202013.pdf
Vatolina, S.G. (2019). Povysheniye professional'noy kompetentnosti pedagogov doshkol'noy obrazovatel'noy organizatsii v protsesse samoobrazovaniya [Improving the professional competence of teachers of preschool educational organization in the process of self-education]. Graduate qualification work. http://elar.uspu.ru/bitstream/uspu/11422/2/10Vatolina.pdf
Wagner, S. (2011). After the Final Bell: The Self-Directed Learning Practices of Elementary Teachers [Dissertation thesis]. University of Tennessee. https://trace.tennessee.edu/utk_graddiss/1235 https://core.ac.uk/download/pdf/268765334.pdf
Yerakhtorina, O. M. (2013). Camovdoskonalennya osobystosti u naukoviy refleksiyi i realizatsiyi biohrafichnykh proektiv [ Self-improvement of personality in scientific reflection and implementation of biographical projects]. Ivanchenko I. S. Publishing house. https://library.nlu.edu.ua/POLN_TEXT/MONOGRAFII_2013/Eraxtorina_2013.pdf
How to Cite
Copyright (c) 2022 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journal right of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Postmodern Openings Journal has an Attribution-NonCommercial-NoDerivs