Model of teacher’s readyness for personal self-perfection in the conditions of educational reform

Abstract

The article analyzes the essence, features of the teacher’s readiness for personal selfimprovement. The concept of «personal self-improvement» is generalized within the experimental work. The author analyzes the functional and personal approaches to the readiness of the teacher for self-improvement. It is noted that within the experimental work, it is appropriate to defi ne the concept of readiness is a combination of both approaches - functional and personal. Based on the analysis of the scientifi c literature, the defi nition of «readiness» is proposed. Particular attention is paid to the justifi cation and defi nition of the components of the teacher’s readiness for selfimprovement. The author has developed a model of readiness with a description of the characteristics of each component of the teacher’s readiness for personal self-improvement. Particular attention is paid to skills that provide a mastered way to perform actions in practice aimed at personal selfimprovement. The purposeful dynamic system of meaningful actions is analyzed, which is based on knowledge of social and professional basis of personal self-improvement, its structure, principles, features, and is directed on start of mechanisms of development of personal potential of the teacher. It is proved that as a result of the actions of the volitional component a number of volitional qualities are formed, in particular, purposefulness, persistence, independence, discipline, endurance and self-criticism in personal self-improvement.