ORGANIZATIONAL AND METHODOLOGICAL ASPECTS OF CONTEXT SELF- ORGANIZATION TRAINING OF FUTURE TEACHERS IN PROFESSIONAL ACTIVITY

Abstract

The urgency of the topic is provoked by innovative processes in the system of higher education, including increasing requirements for the professional activity of HEI teachers. The educators play a major role in the system of modernization of higher education. Thus, there is a need to improve the theoretical and methodological foundations of teachers` training in higher education institutions. The need to perform professional activities in rapidly changing and non- standard conditions raises the self-organization competence forming of a higher education teacher in professional activities.

The survey results of teachers-practitioners and undergraduates on self-organization in professional activity are presented. The generalized indicators of formation of levels of self- organization competence in experimental and control groups are shown in professional activity. The difficulties of self-organization in educational work are identified, namely: insufficient development of activity planning skills; improper level of self-reflection processes, self-regulation activity; the problem of rational distribution of internal and external resources; the presence of organizational difficulties in non-standard life situations.

The following components of the methodical system of future higher education teachers contextual training in self-organization during professional activity are determined: theoretical and methodical basis (educational professional program, educational and working programs, syllabi of educational disciplines, instructive-methodical materials, manuals, cases), organizational pedagogical tools, forms, methods), methods of implementation (subject-reflexive and context-design strategies). The organizational and pedagogical principles, principles and algorithm of contextual preparation of future higher education teachers to self-organization in professional activity.