DEVELOPMENT OF SELF-ORGANIZATION OF STUDENTS IN THE PERIOD OF PEDAGOGICAL PRACTICE

Abstract

The constant reorganization of socio-economic and political guidelines has influenced the requirements for the level of training of young specialists in a higher educational institution. The professional qualities of a university graduate are associated with personal qualities (possession of the ability to independently solve problems, sensitivity and adaptation to changing socio-economic conditions, mastering the skills of independent and productive work, the possibility of continuous self-improvement, self-study, self-organization), the mastery of which determines the success and level of professional activity in conditions of an innovative economy. Therefore, the main task of modern education is the training of highly qualified personnel, including in the field of education, that meet socio-economic requirements, adapted to the emerging changes and have mechanisms of self-organization. Self-organization is the key to creative self-development and self-realization, the successful formation of professional culture. However, a discrepancy arises between the increasing requirements for the professionalism of a future specialist and the traditional model of his training in a higher educational institution. To increase the level of specialist training, it is necessary not only to change the goal and objectives of higher education, but also to change the conditions that affect the development of self-organization. The activity of higher school teachers can only have an effect on creating conditions for the development of self-organization of students during the period of theoretical training and in the conditions of pedagogical practice. Pedagogical practice contributes not only to the development of motivation for professional activity, but also to the creation of conditions for a successful psychological restructuring of the personality. Studying the problem of highly professional training of a future teacher, we believe that this process will become more effective if the student's self-organization develops as a result of his internal movement based on reflection and on the basis of the development of internal motivation for self-improvement, self-development and the acquisition of pedagogical experience. The development of initiation to self-organization should be carried out taking into account the requirements for the activities of a modern teacher and the student's aspirations to overcome difficulties in teaching practice, to achieve positive results, and to transform personal qualities. We propose to use the student's educational portfolio as a stimulating and motivating tool for the development of self-organization in the conditions of pedagogical practice. The advantages of using this tool are presented in the article.