Abstract:

Various approaches to understanding the essence of self-education make it possible to determine that self-education is based on the knowledge, skills, abilities and methods of learning activities acquired in the process of learning, manifested as an independent cognitive activity carried out by those who study. The article outlines the main approaches to the essence of self-education, identifies the essential characteristics of self-education (goals of self-education, management of self-education, peculiarities of activity, conditions for the implementation of self-education) and components of self-education, defines the concept of "self-educational competence" – an integrated personality characteristic that includes knowledge, skills, and experience of self-education, personal qualities that manifest themselves in the need, ability and readiness to implement a certain type of activity aimed at achieving personal, professional and social self-realization of a person, is characterized by personal and professional values that determine the readiness and ability of an individual to carry out self-education activities successfully, describes the main components of the process of forming self-educational competence of future qualified workers It was emphasized that the main criteria of the effectiveness of the process of self-education is the formation of the intellectual sphere of the individual, his/her readiness for self-education, professionalization, self-regulation, subjectivity and socialization. The structure of self-education competence of future skilled workers of the machine-building industry is presented, in which the components are represented, which are grouped into two blocks: variative (molding) and invariant. In turn, the variational consists of five interrelated components: needs-motivational, orientational-cognitive, operational-activity, reflexive-estimating, and organizational-volitional. Their characteristics are presented. The structural components of self-educational competence are guidelines, which determine the direction of further scientific research, vectors of the substantiation of theoretical and methodological aspects of the development of self-educational competence of a future skilled worker Author Biography Sergey Osipenko, State Educational Establishment "Dneproprudnyna Professional Lyceum" Entuziastov str., 25, Dniproudne, Zaporozhye region, Ukraine, 71630 Director

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