PROFESSIONAL SELF-DEVELOPMENT OF STUDENTS OF PEDAGOGICAL SPECIALTIES WITHIN THE CONTEXT OF COMPETENCE APPROACH

Abstract

The article deals with the issue of professional self-development of students of pedagogical specialties. The relevance of the topic is determined by the new challenges of the present and the responsible role that is assigned to the education workers in sustainable development. Professional self-development is considered within the context of competence approach. The approach to professional self-development of students of pedagogical specialties as to independent competence is caused by the formation of a new appraisal culture in higher education, which assumes the transition from the assessment of knowledge as the dominant characteristic to the evaluation of competencies. In the article definitions of the concepts "competence" and "competency" are given. The competence of professional self-development of students of pedagogical specialties is considered as an interconnected structure consisting of three components. The component of the person's orientation reflects students' intentions and their motivational attitudes; The cognitive component reflects the informative basis of selfdevelopment and intellectual abilities that facilitate its implementation; The reflexive and regulative component presupposes an analysis of the situation, setting the task, planning and forecasting the possible outcomes and consequences of their own actions in the field of professional self-development.