Essential characteristics of the self-education competence of a future foreign language teacher

Abstract

The article analyzes the problem of forming self-education competence in future foreign language teachers in the context of dynamically changing requirements for higher pedagogical education. The relevance of the work is due to the increasing role of independent and continuous learning in the context of professional mobility and rapid transformation of the educational environment, which is reflected in modern regulatory documents (Federal Law "On Education in the Russian Federation", Federal State Educational Standard for Higher Education). The purpose of the study is to clarify the content of the concept and structure the model of self-education competence of a future teacher, as well as to identify the key components of its formation. The study is based on the competence-based and personality-activity approaches, as well as the analysis and synthesis of theoretical concepts by Russian (I.A. Zimnyaya, A.V. Khutorskoy, E.G. Azimov, and others) and foreign researchers (R. White, D.C. McClelland, and R. Boyatzis). As a result of the work, the self-education competence has been defined as an integrative personal and professional education that allows for the organization, implementation, and evaluation of one's own educational activities. An original structural model has been proposed, which includes the need-motivational, orientation-cognitive, operational-activity, and reflective-evaluative components, providing a comprehensive understanding of the self-education competence. The novelty of the research lies in the systematic description of the structure and content of the self-education competence in relation to future foreign language teachers. The results obtained create a basis for the subsequent development of diagnostic tools and methodological recommendations for the formation of this competence in a pedagogical university.