THE PROBLEM OF FORMING CONTINUOUS PROFESSIONAL SELF-IMPROVEMENT FUTURE TEACHER

Abstract

This article illuminates the problem of forming continuous professional self-development of the future
teacher. It presents the results of the analysis of theoretical approaches of continuous professional self-development of any
identity. As a theoretical basis of research the author chooses akmeological approach, as personality according to this
approach is oriented on the highest achievements in professional self-development, and the core of this process is the idea of
«self». The author separates the consepts of "self-development" and "self-improvement" of the identity. Self-development is
considered as self-constructive type conseption, which is included to the family conseption of "development" and has class
conseption of "self-improvement". The presented structure of professional self-development contains target, meaningful,
instrumental, practical and correctional components. Relying on the work of researchers in branch of educational sciences, own experimental researches, the author clarifies essential characteristics and structural components of professional self-
development of future teachers. The conseption of readiness of future teachers for professional self-development is clarified. Here are also presented generalized results of the determing stage of the experiment, during which is traced the negative
dynamics of readiness of future teachers for professional self-development.